Overview of NAEP and NAEP Terms
The following resources provide general information related to the history, background, and administration of the NAEP assessment. NAEP Glossary
NAEP GlossaryUse the glossary as a reference for any unfamiliar NAEP terms, such as BIB spiraling or the coefficient of variation. Schedule for State and National NAEP AssessmentsLearn which subjects were first assessed by NAEP in 1969 and when state NAEP assessments began. History of NAEP PartnersNAEP is administered by the National Center for Education Statistics (NCES) through contracts awarded for many parts of the assessment process, including: design, analysis, and reporting; item development; data collection; and scoring. Learn how NAEP has grown and changed in many ways since the first assessment in 1969-1970. Also, see who the current NAEP partners are. Assessment Field ManualsThese manuals provide detailed information given to the NAEP administrators describing their role in NAEP and their responsibilities in administering the assessment. Important Aspects of No Child Left Behind Relevant to NAEPView a summary of important aspects of the No Child Left Behind legislation that are relevant to NAEP and link to the legislation that re-authorized the Elementary and Secondary Education Act (ESEA). NAEP Year-at-a-GlanceCreated and disseminated annually, this brochure includes major NAEP events, publications released, tallies of students tested, and sample test items scored in geography and US history.
A History of NAEP and Some Questions About Its FutureIn 1996, Lyle V. Jones published a history of NAEP. It is not available online, but the abstract follows. To obtain a full copy of this article, contact the American Educational Research Association at (202) 223-9485. The initial aim of the NAEP was to develop and then to employ procedures for monitoring achievement in the nation. Here, a history of NAEP is presented, with a special focus on procedural changes from 1969 to date. Then some questions are posed about future shifts in the purposes of NAEP. In offering answers to the questions, I argue that NAEP should continue to monitor achievement trends in the nation and in the participating states and that, because those objectives are not compatible with a high-stakes accountability assessment program, NAEP should avoid serving this added purpose. (Abstract: Educational Researcher, Vol. 25, No. 7, pp.15-22) NAEP Linking StudiesIn recent years there has been considerable interest among education policymakers and researchers in linking NAEP results to other assessment data. Much of this interest has been centered on linking NAEP to international assessments. The 1996 grade 8 NAEP assessments in mathematics and science have been linked to the results of the Third International Mathematics and Science Study (TIMSS) of 1995. The following paper goes into more details on NAEP linking studies: This working paper compares the eighth-grade science and mathematics portions of NAEP 2000 with TIMSS-R and the scientific literacy and mathematics literacy portions of PISA. It is based on the work of expert panels that examined items on each of the assessments in terms of content, response type, context, requirement for multi-step reasoning, and other characteristics. The Nation's Report Card: Evolution and Perspectives, Published 2004The Phi Delta Kappa Educational Foundation has published a major history of NAEP. This comprehensive book categorizes the facets of NAEP into four parts that relate to:
There are several valuable appendices and lists, such as a calendar of noteworthy events in the history of NAEP, rosters of the Secretaries of Education, the Commissioners of NCES, the members of the National Assessment Governing Board, the members of the Technical Advisory Committee (TAC) (later called Design and Analysis Committee [DAC]), and more. The Nation's Report Card: Evolution and Perspectives is available from Phi Delta Kappa Educational Foundation, 800-766-1156. The NAEP Guide (1999 edition)The NAEP Guide provides readers with an overview of NAEP and explains the philosophical approach, procedures, analyses, and psychometric underpinnings of the 1999 and 2000 assessments. The guide follows a question-and-answer format, presenting the most commonly asked questions and following them with succinct answers and additional background information.
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