A01=Board on Testing and Assessment
A01=Commission on Behavioral and Social Sciences and Education
A01=Committee on the Evaluation of National and State Assessments of Educational Progress
A01=National Research Council
Author_Board on Testing and Assessment
Author_Commission on Behavioral and Social Sciences and Education
Author_Committee on the Evaluation of National and State Assessments of Educational Progress
Author_National Research Council
Category=JNDH
Category=JNKH
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Product details
- ISBN 9780309062855
- Dimensions: 152 x 229mm
- Publication Date: 23 Dec 1998
- Publisher: National Academies Press
- Publication City/Country: US
- Product Form: Hardback
Secure
checkout
Fast Shipping
Easy returns
Since the late 1960s, the National Assessment of Educational Progress (NAEP)--the nation's report card--has been the only continuing measure of student achievement in key subject areas. Increasingly, educators and policymakers have expected NAEP to serve as a lever for education reform and many other purposes beyond its original role. Grading the Nation's Report Card examines ways NAEP can be strengthened to provide more informative portrayals of student achievement and the school and system factors that influence it. The committee offers specific recommendations and strategies for improving NAEP's effectiveness and utility, including: * Linking achievement data to other education indicators. * Streamlining data collection and other aspects of its design. * Including students with disabilities and English-language learners. * Revamping the process by which achievement levels are set. The book explores how to improve NAEP framework documents--which identify knowledge and skills to be assessed--with a clearer eye toward the inferences that will be drawn from the results. What should the nation expect from NAEP? What should NAEP do to meet these expectations?
This book provides a blueprint for a new paradigm, important to education policymakers, professors, and students, as well as school administrators and teachers, and education advocates.
James W. Pellegrino, Lee R. Jones, and Karen J. Mitchell, Editors; Committee on the Evaluation of National and State Assessments of Educational Progress, National Research Council
