|Title:||Reporting the Results of the National Assessment of Educational Progress|
|Description:||This paper explores ways results of NAEP data collections might be communicated to a variety of audiences, each with differing needs for information, interests in its findings, and sophistication in interpreting its results. The author describes “market-basket” reporting as a feasible alternative to traditional NAEP reporting. These reports would include samples of items and exercises used in an assessment together with their scoring rubrics which would give a clearer picture of the kinds of skills assessed by NAEP, as well as an indication of skills not assessed. In the second section of the paper, the author cautions that in order to uphold strict standards of data quality, NAEP reports must format and display results to make them more accessible while also discouraging readers from drawing overly broad interpretations of the data. A final section describes a detailed program of research on reporting and dissemination of NAEP findings based on these three dimensions: the research questions to be asked; the audiences to whom the questions should be addressed; and the strategies through which the questions should be pursued – as well as the intersection of these dimensions. The author suggests that the highest priority be given to research on reporting through public media; followed by making NAEP reporting more understandable and useful to school curriculum and instruction personnel, reporting to the public, and further research with state education personnel.|
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|Cover Date:||April 2003|
|Web Release:||May 20, 2003|
|Print Release:||This Publication will only be available online.|
|Publication #:||NCES 200311
General Ordering Information
|Authors:||Richard M. Jaeger|
|Type of Product:||Working Paper|
|Working Papers provide preliminary analysis of substantive, technical, and methodological issues. They are works in progress that are presented to promote the sharing of valuable work experience and knowledge. These papers have not undergone a rigorous review for consistency with NCES standards.|
National Assessment of Educational Progress (NAEP)
For questions about the content of this Working Paper, please contact:
Sherran T. Osborne.