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1 Introduction
Pages 1-8

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From page 1...
... The general idea of a NAEP market basket draws on a similar image: a collection of test questions representative of some larger content domain; and an easily understood index to summarize performance on the items. There are two components of the NAEP market basket, the collection of items and the summary index.
From page 2...
... Under one sceNAEP Market Basket Collection of Items / \ Large Set of Representative Items Summary of Performance 1 1 1 Small Collections of Items Assembled as Percent Correct Short Forms Scores , Scenario One Scenario Two · Large collection of items is · Multiple collections of items are assembled assembled as short test forms · Collection is too long to · Collection is short enough to administer to a single student in administer to a single student its entirety · Scores are based on the items · Scores are derived through a on the short form complex statistical process · Some forms released publicly, · Entire collection of items is some held back as secure for use released publicly by states and districts FIGURE 1 Components of the NAEP market basket.
From page 3...
... Students would take an entire test form, and scores could be based on students'performance for the entire test in the manner usually employed by testing programs. Although this would simplify calculation of percent correct scores, the collection of items would be much smaller and less likely to adequately represent the content domain.
From page 4...
... On February 7 and 8, 2000, the committee convened the Workshop on Market-Basket Reporting to begin to address the questions outlined above regarding NAEP market-basket reporting. The committee's further consideration of both district-level and market-basket reporting will be reflected in its final report, scheduled for release in November 2000.
From page 5...
... Policy Issues The first discussant panel responded from a policy perspective, highlighting the impact the market-basket proposal might have on state and local education policy for instruction and assessment programs. This panel included Wayne Martin, director of the Council of Chief State School Officers' State Education Assessment Center; Marilyn McConachie, a member of the Illinois State Board of Education and former member of NAGB; Carroll Thomas, superintendent of public schools in Beaumont, Texas; and Marlene Hartzman, an evaluation specialist with the public school system in Montgomery County, Maryland.
From page 6...
... Kenney has extensive knowledge of the NAEP mathematics frameworks through her work with the National Council of Teachers of Mathematics (NCTM) , her role as co-director of the NCTM NAEP Interpretive Reports Project, and her work comparing the congruence between NAEP and state assessments in North Carolina and Maryland.
From page 7...
... As a summary, this report is intended to highlight the key issues identified by the various stakeholders who attended the workshop, but it does not attempt to establish consensus on findings or recommendations. The Committee on NAEP Reporting Practices will publish its final report in November 2000 that will include findings from the entire study and will offer recommendations with respect to district-level and market-basket reporting.
From page 8...
... Because there was considerable overlap in the nature ofthe comments made during the workshop, Chapters 5 through 7 are organized around the central issues raised during the workshop rather than according to the chronological delivery of discussants' remarks panel by panel. Chapter 8 concludes the report by highlighting issues to consider and resolve as NAEP's sponsors develop future plans for the market basket.


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