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The process of developing achievement levels involves the judgments of informed, well-qualified people from throughout the nation and its territories. Approximately 30 persons served on the eighth-grade-level panel to develop NAEP TEL achievement levels. (In 2014, grades 4 and 12 were not assessed.) These 30 people included teachers (about 55 percent), other educators (about 15 percent), and members of the general public (about 30 percent). To the extent possible, the panel was proportionally representative of the nation's population with respect to region, race/ethnicity, and gender.
The panel for eighth-grade TEL was convened in September 2015, and the National Assessment Governing Board set the TEL NAEP achievement levels in November 2015. The achievement levels set for the TEL eighth-grade assessment were used in reporting results for the 2014 assessment. They will be used until the Governing Board determines that a new framework is needed to guide the development of the assessment. At that time, new achievement levels may be developed and set.
The Board's complete report on achievement levels for Technology and Engineering Literacy includes descriptions of achievement levels and cut scores, sample items illustrating achievement levels, and performance data.
These achievement levels are being used on a trial basis and should be interpreted with caution.