Chapter 8: Applications and Extensions of NAEP Concepts and Technology

1992 ◽  
Vol 17 (2) ◽  
pp. 219-232
Author(s):  
Donald A. Rock ◽  
Jennifer Nelson
Keyword(s):  
Large Scale ◽  
State Assessment ◽  
Vertical Scaling ◽  
Complex Matrix ◽  
National Assessment ◽  
Assessment Program ◽  
Future Assessment ◽  
Intelligent Computer ◽  
Trial State ◽  
Item Sampling

The National Assessment of Educational Progress (NAEP) has consistently pioneered new assessment methods in conjunction with developing the psychometric methodologies underlying them. Several NAEP developments—such as complex matrix item sampling designs, the introduction of performance-based items in large-scale assessments, vertical scaling, and an intelligent computer system that produces unique assessment reports for participating jurisdictions in the NAEP Trial State Assessment program—are presented in this chapter along with a discussion of their extensions and applications to other current and future assessment projects.

Editorial Comment

1972 ◽  
Vol 3 (2) ◽  
pp. 67-68
Author(s):  
Donald B. Sension
Keyword(s):  
New Hampshire ◽  
Large Scale ◽  
Educational Assessment ◽  
Longitudinal Assessment ◽  
National Assessment ◽  
Testing Program ◽  
Statewide Testing ◽  
Assessment Program ◽  
Departments Of Education ◽  
Education Today

Large-scale educational assessment programs are the vogue in education today. The National Assessment of Educational Progress represents a new, creative approach to the longitudinal assessment problem. In addition, approximately three-fourths of the fifty state departments of education maintain some sort of statewide testing or assessment program. Many of the statewide programs, unlike the National Assessment Project, have long traditional histories. The New Hampshire statewide testing program (Austin and Provost, JRME, J anuary 1972) is representative of these statewide programs.

scholarly journals Maternal drinking and smoking. Can it explain the exceptional academic performance of LBOTE children? A preliminary analysis

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Louisa Gibson ◽  
Melanie Porter
Keyword(s):  
Academic Performance ◽  
English Language ◽  
Breastfeeding Duration ◽  
Growing Up ◽  
National Assessment ◽  
Language Background ◽  
Maternal Alcohol ◽  
Assessment Program ◽  
Grade 3 ◽  
Using Data

Abstract Objective Although children from language backgrounds other than English (LBOTE) may be disadvantaged in English-reliant exams, they outperform children from an English language background (ELB) on many Australian National Assessment Program–Literacy and Numeracy (NAPLAN) assessments. Maternal alcohol and tobacco use during pregnancy and/or breastfeeding have been associated with poorer cognitive and academic performance. Using data from the Growing Up in Australia Study, this paper aimed to identify demographic, lifestyle, and prenatal and perinatal risk differences related to maternal tobacco and alcohol use between LBOTE and ELB groups, as a first step in trying to understand the academic performance differences. Results Only data from breastfed babies was included in the current analyses. Although LBOTE children were disadvantaged in several demographic areas, their NAPLAN performance was the same or superior to ELB children across all Grade 3 and 5 NAPLAN assessments. The LBOTE group were, however, breastfed for longer, and their mothers smoked fewer cigarettes and drank less alcohol on fewer occasions throughout their pregnancy. The LBOTE mothers also had lower or less risky patterns of alcohol consumption while breastfeeding. The longer breastfeeding duration of LBOTE children combined with lower maternal use of alcohol and cigarettes during pregnancy and/or breastfeeding may partially contribute to their exceptional NAPLAN performance.

Math coaches, specialists, and student achievement: Learning from the data

2020 ◽  
Vol 102 (3) ◽  
pp. 42-45
Author(s):  
Kristin E. Harbour ◽  
Evthokia Stephanie Saclarides
Keyword(s):  
Student Achievement ◽  
Teaching And Learning ◽  
Large Scale ◽  
Elementary Mathematics ◽  
National Assessment ◽  
Mathematics Coaches ◽  
Professional Development Model ◽  
Using Data ◽  
The Relationship ◽  
Practical Implications

To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider.

Analysis of National Test Scores in Very Remote Australian Schools

2015 ◽  
pp. 125-143 ◽  
Author(s):  
John Guenther
Keyword(s):  
Test Scores ◽  
Torres Strait Islander ◽  
Research Centre ◽  
Cooperative Research ◽  
National Assessment ◽  
Remote Education ◽  
Assessment Program ◽  
Data Support ◽  
Torres Strait ◽  
National Test

Based on the current research of the Cooperative Research Centre for Remote Economic Participation, this chapter presents an analysis of the 2012 Australian National Assessment Program – Literacy and Numeracy data from very remote schools across Australia. The data support perceptions of apparent failure in remote education for Aboriginal and Torres Strait Islander students. The reasons for this failure are often attributed to disadvantage. In this chapter, the author proposes that the perceptions of failure are built on philosophical, sociological, economic, and psychological assumptions that may not be shared by those who are subjected to tests. It is therefore possible to critique remote education, not as a failure, but as a reflection of the values it embodies. That critique allows for different ways of understanding difference framed around the perspectives that come from the context of very remote schools.

Assessment for Monitoring of Education Systems: The U.S. Example

2019 ◽  
Vol 683 (1) ◽  
pp. 58-74
Author(s):  
Erin M. Fahle ◽  
Benjamin R. Shear ◽  
Kenneth A. Shores
Keyword(s):  
United States ◽  
Standardized Tests ◽  
Large Scale ◽  
The United States ◽  
System Monitoring ◽  
National Assessment ◽  
Education Data ◽  
Monitoring Tools ◽  
Monitoring Test ◽  
Race Ethnicity

Standardized tests are regularly used as education system monitoring tools to compare the average performance of students living in different states or belonging to different subgroups (e.g., defined by race/ethnicity, sex, or parental income) and to track their progress over time. This article describes some uses and design features of tests in system monitoring contexts. We provide the example of the National Assessment of Educational Progress (NAEP), the only large-scale system monitoring test in the United States. The availability of NAEP data, in turn, has facilitated the construction of the Stanford Education Data Archive (SEDA), a publicly available database that can be used to describe patterns of achievement for nearly all school districts in the United States. Here, we discuss progress in and challenges to the use of standardized tests as system monitoring tools.

scholarly journals Spatially Integrated Social Sciences with Qualitative GIS to Support Impact Assessment in Mining Communities

Resources ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 47 ◽  
Author(s):  
Alex Lechner ◽  
John Owen ◽  
Michelle Ang ◽  
Deanna Kemp
Keyword(s):  
Social Science ◽  
Large Scale ◽  
Social Science Research ◽  
Science Research ◽  
Dynamic Interactions ◽  
Mining Communities ◽  
Qualitative Gis ◽  
Future Assessment ◽  
Broad Term ◽  
Qualitative Knowledge

Spatially integrated social science is a broad term used to describe the integration of space and place in social science research using Geographic Information Systems (GIS). It includes qualitative GIS approaches, such as geo-ethnology and geo-narratives, which combine qualitative social data with GIS and represent an emerging approach with significant potential for facilitating new insights into the dynamic interactions between mining companies and host communities. Mine operations are unique in their complexity, both in terms of the dynamic and diverse nature of issues and the requirement to integrate knowledge, theories, and approaches from a range of disciplines. In this paper we describe the potential for spatially integrated social science using qualitative GIS to understand the social impacts of mining. We review current literature and propose a framework that incorporates quantitative and qualitative knowledge across social and biophysical domains within a multi-user approach. We provide examples to illustrate how our approach could support past, present, and future assessment of socio-environmental systems in large-scale mining. We conclude by discussing the need for a multi-disciplinary approach to support decision makers and local stakeholders in considering complex social and environmental scenarios.

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