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Describing Performance Standards: Validity of the 1992 National Assessment of Educational Progress Achievement Level Descriptors as Characterizations of Mathematics Performance.
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Burstein, Leigh; Koretz, Daniel; Linn, Robert; Sugrue, Brenda; Novak, John; Baker, Eva L.; Harris, Elizabeth Lewis – Educational Assessment, 1996
Three studies evaluating the validity of the descriptors and exemplars of the National Assessment of Educational Progress (NAEP) as characterizations of the actual mathematics performance of students at achievement levels are reported. Serious inconsistencies were found between actual performance and descriptors and exemplars. Recommendations for…
Descriptors: Elementary Secondary Education, Mathematics Achievement, Mathematics Tests, National Surveys
Setting Standards and Interpreting Achievement: A Cautionary Tale from the National Assessment of Educational Progress.
Peer reviewed Peer reviewed
Deibert, Edward; Koretz, Daniel – Educational Assessment, 1996
The use of achievement levels and anchor points in press reports of the 1990 National Assessment of Educational Progress mathematics assessment was studied. In a review of 41 articles, widespread oversimplification and frequent misinterpretations were found, sometimes stemming from standards-based reporting. Implications for future standards-based…
Descriptors: Academic Achievement, Elementary Secondary Education, Mathematics Achievement, Mathematics Tests
Reporting Minority Students' Test Scores: How Well Can the NAEP Account for Differences in Social Context?
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Berends, Mark; Koretz, Daniel – 1996
This paper investigates the adequacy of the National Assessment of Educational Progress (NAEP) for taking into account dissimilarities in students' family, school, and community contexts when reporting test score differences among population groups (i.e., racial and ethnic minorities). This question was addressed by comparing the NAEP to other…
Descriptors: Academic Achievement, Context Effect, Ethnic Groups, Minority Groups
The Quality of Information from NAEP: Two Examples of Work Done in Collaboration with Leigh Burstein.
Peer reviewed Peer reviewed
Koretz, Daniel – Educational Evaluation and Policy Analysis, 1995
Studies of the mathematics assessments of the National Assessment of Educational Progress (NAEP) are summarized. One study found that omit rates for NAEP test items were higher for African Americans and Hispanics than for whites. The other found that descriptions and examples for the 1992 mathematics achievement levels were misleading. (SLD)
Descriptors: Black Students, Data Collection, Elementary Secondary Education, Hispanic Americans