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NAEP Analysis and Scaling → Estimation of NAEP Score Scales → NAEP Scales → Scale Composition by Item Type for New and Trend Blocks → Reading Assessment Subscale Composition for New and Previously Administered Blocks at Grade 8: 2003

NAEP Technical DocumentationReading Assessment Subscale Composition for New and Previously Administered Blocks at Grade 8: 2003

Each reading assessment includes blocks of new items and blocks of items from previous assessments. For the new items and for the previously administered items in each reading scale, the number of multiple-choice, dichotomously scored constructed-response, and polytomously scored constructed-response items are provided for grade 8. The item counts are available for each scale as defined in the final Item Response Theory (IRT) scales.

Scale composition by item type for new blocks as defined after scaling, grade 8 reading combined national and state main assessment: 2003

Scale	Multiple-choice items		Dichotomously scored constructed-response items		Polytomously scored constructed-response items
	Scaled	Dropped	Scaled	Dropped	Polytomous (uncollapsed)	Dichotomous collapsed	Polytomous collapsed	Dropped
Total	16	0	2	0	9	2	1	0
Reading for literary experience	4	0	1	0	3	1	1	0
Reading to gain information	6	0	1	0	2	1	0	0
Reading to perform a task	6	0	0	0	4	0	0	0
NOTE: "Dropped" denotes items that were deleted from the final scaling. "Collapsed" denotes items that had categories that were combined and recoded for scaling. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Reading Assessment.

Scale composition by item type for previously administered blocks as defined after scaling, grade 8 reading combined national and state main assessment: 2003

Scale	Multiple-choice items			Dichotomously scored constructed-response items			Polytomously scored constructed-response items
	Concurrent	Split	Dropped	Concurrent	Split	Dropped	Concurrent polytomous (uncollapsed)	Concurrent dichotomous collapsed	Concurrent polytomous collapsed	Split	Dropped
Total	42	0	0	29	0	0	26	8	3	0	0
Reading for literary experience1	12	0	0	4	0	0	8	4	1	0	0
Reading to gain information2	19	0	0	12	0	0	14	2	0	0	0
Reading to perform a task3	11	0	0	13	0	0	4	2	2	0	0
1 Items R012611 (2002) and R012612 (2003) in block R5 are not trend items and therefore not part of this table. 2 Items R012708 (2002) and R012714 (2003) in block R7 are not trend items and therefore not part of this table. 3 Items R013412 (2002) and R013413 (2003) in block R9 are not trend items and therefore not part of this table. NOTE: "Concurrent" denotes items that were scaled as common items across assessment years. "Split" denotes items that were scaled as different items in each assessment year. "Dropped" denotes items that were deleted from the final scaling. "Collapsed" denotes items that had categories that were combined and recoded for scaling. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Reading Assessment.

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