Grading the Nation's Report Card Evaluating NAEP and Transforming the Assessment of Educational Progress (1999) / Chapter Skim
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6 Strategies for Implementing the Committee's Recommendations for Transforming NAEP
6 Strategies for Implementing the Committee's Recommendations for Transforming NAEP
Pages 185-197
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From page 185... ...
We also argue that the NAEP program cannot assume the burden of providing all of the information needed on educational performance and progress and that it should focus instead on improving methods for providing high-quality information about student academic achievement. In this final chapter, we make suggestions for reconfiguring NAEP to play a key role in a coordinated system of education indicators.
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From page 186... ...
· The student achievement measures should be broadened beyond largescale assessment methods. Although current instruments can be improved to better assess portions of the current NAEP frameworks, alternative methods are better suited to assessing broader conceptualizations of achievement that include complex skills.
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From page 187... ...
In the model we show new paradigm NAEP with its core NAEP and multiple-methods NAEP components. Our recommendations regarding the NAEP program have significant ramifications for the programs and plans of the National Center for Education Statistics and the National Assessment Governing Board.
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From page 188... ...
NOTE: TIMSS = Third International Mathematics and Science Study; NELS = National Education Longitudinal Study; ECLS = Early Childhood Longitudinal Study.
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From page 189... ...
Additional work on redesign initiatives will be undertaken through NCES' s NAEP secondary analysis program, validity studies program, and as described in this and other evaluation reports. Some of NAGB's redesign policies, if successfully implemented, will lay the groundwork for the assessment changes we describe; they are discussed in NAGB's implementation plan entitled, "Bridging Policy to Implementation: A Resolution" (National Assessment Governing Board, 1997~.
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From page 190... ...
They note that the NAEP assessment development contractor will conduct small-scale pilot studies to examine potential designs. While these initial explorations are positive steps in the direction of more closely matching assessment method with assessment purpose, our recommendations regarding multiple-methods NAEP extend well beyond these steps.
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From page 191... ...
NCES efforts to expand inclusion criteria and offer a range of testing accommodations in 1996 lay the groundwork for continued effort in this area. As they currently do, NCES should continue to support and conduct research on the meaningful assessment of English-language learners and students with disabilities in NAEP, and it should implement promising procedures for enhancing inclusion, accommodation, meaningful assessment, and meaningful reports for special populations.
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From page 192... ...
These changes could be directed at better assessment of currently tested knowledge and skills and extend beyond these to more complex aspects of achievement described by the frameworks, but that are currently not adequately assessed. New materials could be included in replacement blocks for the current generation of assessments.
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From page 193... ...
· As they do with the National Council of Teachers of Mathematics, the NAEP program should work with disciplinary organizations to generate reports that provide in-depth analyses of student response data for individual items and groups of items. The NAEP program recently developed similar relationships
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From page 194... ...
Design of a NAEP assessment system that includes large-scale survey methods and an array of smaller-scale, alternative measures, using, for example, video assessment, interviews, computer-based analyses of natural student work, and other measurement techniques, in ways that better align assessment method with assessment purpose, · As earlier described, implementation of an expanded array of alternative assessments using multiple methods for noncore subject areas, special populations, and other aspects of achievement and populations not well addressed by large-scale survey methods,
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From page 195... ...
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From page 196... ...
assessment...." Because the implementation of new paradigm NAEP is an extraordinary design challenge both technically and operationally we recommend that responsibility for the design of assessment methodologies in new paradigm NAEP should rest with the body with demonstrated technical and operational expertise NCES.
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From page 197... ...
The development and implementation challenges of an improved NAEP within a coordinated system of education indicators will be great. It is our contention, however, that substantial efforts to these ends will result in the provision of important and useful descriptive, evaluative, and interpretive information about American academic achievement and educational progress.
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