At present, although the percentages of students with disabilities (SDs) and/or students who are English language learners (ELL) excluded from a NAEP administration are reported, no statistical adjustment is made for these excluded students in the calculation of NAEP results. However, the exclusion rates for both SD and ELL students vary…

An assessment framework is like a blueprint, laying out the basic design of the assessment by describing the mathematics content that should be tested and the types of assessment questions that should be included. It also describes how the various design factors should be balanced across the assessment. This is an assessment framework, not a…

The paper initially describes the sources of uncertainty in National Assessment of Educational Progress (NAEP) data and standard errors. As NAEP sample sizes have increased, greater precision has been attained by the program. For this reason, exclusion effects are increasingly important. Two scenarios of revised NAEP results are presented (for New…

A collection of articles related to testing instruments of the National Teacher Examinations (NTE) are reviewed. The report has been organized into four sections. The first discusses briefly the background and purposes of the NTE and the hazards of combining data on these tests in research studies. The second section is concerned with articles…

At one of a series of hearings on H.R. 6, the Elementary and Secondary Education Amendments of 1993, several experts discussed issues related to national assessment, assessment in Chapter 1, and state efforts to develop new forms of assessment. Eleanor Chelimsky, Assistant Comptroller General for Program Evaluation and Methodology of the General…