Grading the Nation's Report Card Evaluating NAEP and Transforming the Assessment of Educational Progress (1999) / Chapter Skim
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Appendix A: Enhancing the Assessment of Reading
Appendix A: Enhancing the Assessment of Reading
Pages 217-230
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Appendixes
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In this appendix we describe more specific conclusions and recommendations designed to improve the current main NAEP reading assessment, followed by examples intended to illustrate ways of implementing the recommendations. ASSESSMENT TASKS, ITEMS, TEXTS, AND SCORING RUBRICS The current assessment does not adequately reflect the reading document in terms of assessment tasks, items, texts, and scoring rubrics.
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Similarly, texts should be selected to reflect what students read at a particular grade level rather than selecting text types that are held consistent across grade levels. Item formats and scoring rubrics should be appropriate to the specific questions and the depth of understanding students should demonstrate.
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NAEP should explore alternative methods of data analysis that are based on the theoretical and empirical basis of the NAEP reading document. They should find ways to analyze and report student performance under varying conditions by treating item sets as the unit of analysis.
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But it seems the Anasazi planned to stay in the canyon walls, for they soon filled the Page 2 FIGURE A-1 Reading passage from the 1994 NAEP reading assessment for grade 8. Reprinted by permission.
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Scientists know this from examining the wood used in the cliff dwellings. The growth rings in trees show good and bad growing seasons.
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After a while their nature and tried to farm heritage as the people of the wisely, land that was used S2RB too hard could not support them forever. Yet in their cliff houses and crafts the "ancient ones" left us a superb monument.
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What students determine to be most important depends on their purpose for reading. Scoring Rationale = Initial Understanding Initial understanding requires students to provide an initial impression or unreflective understanding of what was read.
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3 = Evidence of full comprehension these responses provide a specific detail or a general impression from the passage that related to some aspect of the Anasazi portrayed in the article. (The reading assessment development panel determined that it was more appropriate to score this item with a 2-point scoring guide.)
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to make better houses (not specific enough) hard to live in a slanted house Acceptable reasons for the first move: article gives no reason probably thought farming was better/easier get more rainfall closer to farming to farm on top ran out of room so they would not have to climb up and down hunt easier to build houses of stone and mortar so they could live in apartments
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Rubrics should distinguish the quality of the thinking from the quantity of responses provided. Suggested alternate item: The article suggests several theories about why the Anasazis left the mesa.
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This question is labeled personal response, although it might qualify equally well as critical stance. The rubric requires students to respond with an appropriate question and a clear explanation about how this additional information would be useful.
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This question does a good job of hitting the conceptual main idea and combining it with a personal response. It requires students to take a position and defend it with evidence.
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Key Terms
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