A History of NAEP Achievement Levels: Issues, Implementation, and Impact 1989-2009

Autor/in	Bourque, Mary Lyn
Institution	National Assessment Governing Board
Titel	A History of NAEP Achievement Levels: Issues, Implementation, and Impact 1989-2009
Quelle	(2009), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; National Competency Tests; Governing Boards; Grade 8; Grade 4; Grade 12; Educational History; Evaluation; Academic Achievement; Federal Legislation; Accountability; Models; Citizenship; Educational Improvement; School Administration; Administrators; Mathematics; Reading Achievement; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Performance; Leistung; Governing body; Governing bodies; Leitungsgremium; School year 08; 8. Schuljahr; Schuljahr 08; School year 04; 4. Schuljahr; Schuljahr 04; School year 12; 12. Schuljahr; Schuljahr 12; History of education; Bildungsgeschichte; Evaluierung; Schulleistung; Bundesrecht; Verantwortung; Analogiemodell; Staatsbürgerschaft; Teaching improvement; Unterrichtsentwicklung; Mathematik; Leseleistung
Abstract	A history of the achievement levels for the National Assessment of Educational Progress (NAEP) could be documented in different ways. A chronological history might be the obvious approach, but in the author's view, that could miss the most salient aspects of setting student performance standards on an assessment like NAEP. Further, new initiatives are fostered within a social and political context that is critical to understanding the initiative's development, direction, and destiny. Therefore, rather than following a strict chronology, the author has adopted an issues-based approach, describing first the contextual issues that surrounded NAEP during the beginnings of achievement levels in the late 1980s and early 1990s. The paper will then discuss the critical initial implementation decisions made by the National Assessment Governing Board as it developed the student performance standards for NAEP. Then it will follow new implementation issues into the first decade of the 21st century; finally, it will discuss the broad impact of the achievement levels on American education. (Contains 5 figures, 2 tables, and 24 endnotes.) [This paper was commissioned for the 20th Anniversary of the National Assessment Governing Board, 1988-2008.] (ERIC).
Anmerkungen	National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. Tel: 202-357-6938; Fax: 202-357-6945; Web site: http://www.nagb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10