Setting Standards and Interpreting Achievement: A Cautionary Tale from the National Assessment of Educational Progress.

Deibert, Edward; Koretz, Daniel

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Peer reviewed

ERIC Number: EJ557723

Record Type: Journal

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1062-7197

EISSN: N/A

Setting Standards and Interpreting Achievement: A Cautionary Tale from the National Assessment of Educational Progress.

Deibert, Edward; Koretz, Daniel

Educational Assessment, v3 n1 p53-81 1995-1996

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 reporting are discussed. (SLD)

Descriptors: Academic Achievement, Elementary Secondary Education, Mathematics Achievement, Mathematics Tests, National Surveys, Research Reports, Standard Setting (Scoring), Standards, Test Interpretation, Test Results

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: National Assessment of Educational Progress

Grant or Contract Numbers: N/A