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NAEP Scoring → Preliminary Activities to Scoring

Preliminary Activities to Scoring

Item-level schedules are developed collaboratively by item developers and subject area coordinators. The schedules are flexible and include:

  • estimated times for scoring,
  • sequence of items within age- or grade-level, and
  • expected team and trainer assignments.

The item-level scoring schedules for the operational subjects to be scored are developed at a meeting several months prior to the administration and scoring of the assessment. Historical data for scoring speed and perceived difficulty of items and scoring are used to develop the item-level schedule. The number of scoring staff and scoring locations needed are estimated at this time, subject to revision as actual scoring nears. When possible, the schedule is made with open days to accommodate potential rescoring. NCES holds a scoring debriefing and planning meeting in Washington D.C. to review the previous assessment scoring and to plan for the upcoming assessment scoring. Subject area specialists review a sample of papers for all new constructed-response items. Scoring staff print images of student responses. Across all subjects, 100 responses are printed for short constructed-response items and 200 responses are printed for extended constructed-response items.

These sample responses are used for the selection of anchor papers, practice sets, and qualifying sets. The training set samples are reviewed during standing committee meetings (a standing committee is composed of educators, subject matter experts, and curriculum specialists who oversee the development of an assessment) prior to scoring and are used to further refine final scoring guides prior to NAEP training and scoring.

The following table provides information about scoring of the main NAEP assessment.

Scoring activities, national main assessment, by year and subject area: 2000–2008
Year Subject area Scoring center location Start date End date Number of scoring supervisors Number of scorers
2008 Arts Iowa City, IA 6/2/2008 6/25/2008 6 57
2007 Mathematics Mesa, AZ 3/19/2007 4/18/2007 38 187
Reading Virginia Beach, VA and Iowa City, IA and Tucson, AZ 3/19/2007 4/21/2007 51 362
Writing Virginia Beach, VA and Iowa City, IA and Tucson, AZ 4/3/2007 7/2/2007 50 328
2006 U.S. history Mesa, AZ 3/27/2006 5/1/2006 21 65
Civics Mesa, AZ 4/17/2006 5/16/2006 20 65
Economics Tucson, AZ 4/3/2006 4/14/2006 8 30
2005  Mathematics Mesa, AZ 3/21/2005 4/22/2005 26 267
 Reading Virginia Beach, VA & Iowa City, IA 3/21/2005 4/22/2005 36 363
 Science Mesa, AZ 3/21/2005 5/27/2005 39 393
2004 Mathematics Mesa, AZ 3/22/2004 4/9/2004 17 60
Reading Virginia Beach, VA 3/22/2004 4/9/2004 30 170
Science Mesa, AZ 3/22/2004 4/9/2004 11 37
2003 Mathematics Mesa, AZ 3/17/2003 4/18/2003 33 418
Reading Virginia Beach, VA 3/17/2003 4/18/2003 27 340
Reading Tucson, AZ 3/18/2003 4/12/2003 5 57
2002 Reading Virginia Beach, VA 3/18/2002 4/19/2002 20 200
Reading Iowa City, IA 3/18/2002 3/25/2002 13 130
Writing Virginia Beach, VA 4/22/2002 7/26/2002 20 180
Writing Iowa City, IA 5/6/2002 5/31/2002 9 90
2001 Geography Iowa City, IA 5/7/2001 5/23/2001 9 81
U.S. history Iowa City, IA 5/7/2001 5/25/2001 9 81
2000 Mathematics Tucson, AZ 3/13/2000 4/29/2000 16 177
Reading Tucson, AZ 4/3/2000 4/13/2000 4 40
Science Iowa City, IA 3/13/2000 6/4/2000 16 115
Science Tucson, AZ 4/13/2000 4/29/2000 4 40
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2000-2008.

The following table provides information about scoring of NAEP's Long Term Trend assessment. 

Scoring activities, long-term trend assessment, by age and subject area: 2004 and 2008
Year Subject area Age Scoring center location Start date End date Number of scoring supervisors Number of scorers
2008 Reading long-term trend   9 Virginia Beach, VA 3/24/2008 3/28/2008 2 14
13 Virginia Beach, VA 1/14/2008 1/25/2008 2 13
17 Virginia Beach, VA 6/9/2008 6/20/2008 2 16
Mathematics long-term trend   9 Mesa, AZ 3/28/2008 4/9/2008 1 12
13 Mesa, AZ 1/7/2008 1/15/2008 1 19
17 Mesa, AZ 6/2/2008 6/5/2008 1 14
2004 Reading long-term trend   9   Virginia Beach, VA & Iowa City, IA 3/3/2004 4/2/2004 3 27
13    Iowa City, IA 1/7/2004 1/23/2004 3 27
17 Iowa City, IA 5/17/2004 6/18/2004 3 27
Mathematics long-term trend   9 Iowa City, IA 3/3/2004 4/2/2004 4 35
13 Iowa City, IA 1/13/2004 1/23/2004 6 68
17 Iowa City, IA 5/17/2004 6/18/2004 4 34
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2004 and 2008.

Last updated 15 February 2011 (GF)
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