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| Journal of Educational… | 3 |
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| Dunbar, Stephen B. | 1 |
| Johnson, Eugene G. | 1 |
| Linn, Robert L. | 1 |
| Raudenbush, Stephen W. | 1 |
| Willms, J. Douglas | 1 |
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| Journal Articles | 3 |
| Reports - Evaluative | 3 |
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| United Kingdom (Scotland) | 1 |
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Peer reviewedLinn, Robert L.; Dunbar, Stephen B. – Journal of Educational Measurement, 1992
Several issues related to the design and reporting of results from the National Assessment of Educational Progress (NAEP) are discussed in the context of current expectations for the NAEP and its origins. These issues include: (1) content coverage and format; (2) estimation procedures; and (3) reporting problems. (SLD)
Descriptors: Content Analysis, Educational Assessment, Elementary Secondary Education, Estimation (Mathematics)
Peer reviewedWillms, J. Douglas; Raudenbush, Stephen W. – Journal of Educational Measurement, 1989
A general longitudinal model is presented for estimating school effects and their stability. The model, capable of separating true changes from sampling and measurement error, controls statistically for effects of factors exogenous to the school system. The model is illustrated with data from large cohorts of students in Scotland. (SLD)
Descriptors: Elementary Secondary Education, Equations (Mathematics), Error of Measurement, Estimation (Mathematics)
Peer reviewedJohnson, Eugene G. – Journal of Educational Measurement, 1992
Features of the design of the National Assessment of Educational Progress (NAEP) are discussed, with emphasis on the design of the 1992 assessment. Student sample designs for the NAEP and the Trial State Assessment are described, and the focused-balanced incomplete block spiraling method of item sampling is discussed. (SLD)
Descriptors: Academic Achievement, Educational Assessment, Educational Change, Elementary Secondary Education
