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United States National Assessment Governing Board

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Works: 147 works in 239 publications in 1 language and 23,940 library holdings
Genres: History  Periodicals 
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Most widely held works by United States
Science framework for the 2011 National Assessment of Educational Progress( Book )

2 editions published in 2010 in English and held by 694 WorldCat member libraries worldwide

Science framework for the 2009 National Assessment of Educational Progress( Book )

3 editions published in 2008 in English and held by 686 WorldCat member libraries worldwide

Writing framework for the 2011 National Assessment of Educational Progress by United States( Book )

2 editions published in 2010 in English and held by 679 WorldCat member libraries worldwide

The purpose of the 2011 naep (National Assessment of Educational Progress) Writing Framework is to describe how the new naep Writing Assessment is designed to measure students' writing at grades 4, 8, and 12. As the ongoing national indicator of the academic achievement of students in the United States, naep regularly collects information on representative samples of students in those three grades. Given expanding contexts for writing in the 21st century, the 2011 naep Writing Framework is designed to support the assessment of writing as a purposeful act of thinking and expression used to accomplish many different goals. Although naep cannot assess all contexts for student writing, the results of the 2011 naep Writing Assessment will offer new opportunities to understand students' ability to make effective choices in relation to a specified purpose and audience for their writing in an "on-demand" writing situation. In addition, the assessment results will provide important information about the role and impact of new technologies on writing in k-12 education and the extent to which students at grade 12 are prepared to meet postsecondary expectations. On the 2011 naep Writing Assessment, students will have the flexibility to make rhetorical choices that help shape the development and organization of ideas and the language of their responses. Using age- and grade-appropriate writing tasks, the assessment will evaluate writers' ability to achieve three purposes common to writing in school and in the workplace: "to persuade"; "to explain"; and "to convey experience, real or imagined". Because understanding the nature of one's audience is fundamental to successful communication, writing tasks will specify or clearly imply an audience, and writers will be asked to use approaches that effectively address that audience. This report contains the following chapters: (1) Overview; (2) Content of the 2011 naep Writing Assessment; (3) Design of the 2011 naep Writing Assessment; (4) Evaluation of Responses on the 2011 naep Writing Assessment; and (5) Reporting Results of the 2011 naep Writing Assessment. Appendices include: (1) Glossary of Terms; (2) Example Tasks; (3) Preliminary Holistic Scoring Guide for "To Persuade", "To Explain", and "To Convey Experience, Real or Imagined"; (4) 2011 naep Writing Preliminary Achievement Level Descriptions; (5) naep Writing Special Study; (6) 2011 naep Writing Assessment References; and (7) Organizations Contacted to Review Initial 2011 naep Writing Framework Recommendations. (Contains 18 exhibits
Reading framework for the 2011 National Assessment of Educational Progress by United States( Book )

2 editions published in 2010 in English and held by 673 WorldCat member libraries worldwide

Reading framework for the 2009 National Assessment of Educational Progress( Book )

3 editions published in 2008 in English and held by 635 WorldCat member libraries worldwide

Reading framework for the 2007 National Assessment of Educational Progress( Book )

2 editions published in 2006 in English and held by 624 WorldCat member libraries worldwide

Mathematics framework for the 2011 National Assessment of Educational Progress by United States( Book )

2 editions published in 2010 in English and held by 606 WorldCat member libraries worldwide

Since 1973, the National Assessment of Educational Progress (naep) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. The naep Assessment in mathematics has two components that differ in purpose. One assessment measures long-term trends in achievement among 9-, 13-, and 17-year-old students by using the same basic design each time. The main naep Assessment is based on a framework (such as this one) that can be updated periodically. The "2011 Mathematics Framework" only reflects changes in grade 12 from 2005; mathematics content objectives for grades 4 and 8 have not changed. Therefore, main naep trend lines from the early 1990s can continue at fourth and eighth grades for the 2011 assessment. In broad terms, this framework attempts to answer the question: What mathematics skills should be assessed on naep at grades 4, 8, and 12? Of critical importance is the fact that this document does not attempt to answer the question: What (or how) mathematics should be taught? The framework was developed with the understanding that some concepts, skills, and activities in school mathematics are not suitable to be assessed on naep, although they may well be important components of a school curriculum. This framework describes a design for the main naep assessments at the national, state, and district levels, but it is not the framework for the long-term trend naep Assessment. This report contains five chapters: (1) Overview; (2) Framework for the Assessment; (3) Mathematical Complexity of Items; (4) Item Formats; and (5) Design of Test and Items. Naep Mathematics Achievement Level Descriptions is appended. A bibliography is included. (Contains 12 exhibits.) [The following people were the primary authors of the introductions to the content areas: Roger Howe; Richard Scheaffer, and Mary Lindquist.]
U.S. history framework for the 2010 National Assessment of Educational Progress by National Assessment Governing Board( Book )

2 editions published in 2009 in English and held by 588 WorldCat member libraries worldwide

This framework identifies the main ideas, major events, key individuals, and unifying themes of American history as a basis for preparing the 2010 assessment. The framework recognizes that U.S. history includes powerful ideas, common and diverse traditions, economic developments, technological and scientific innovations, philosophical debates, religious movements, and the interconnection of all these forces. The teaching of history should introduce students to the process of historical inquiry. This process requires critical examination of evidence, thoughtful consideration of conflicting claims, and careful weighing of facts and hypotheses. Historical inquiry provides experience in the kind of reasoned and informed decisionmaking that should characterize each citizen's participation in their American democracy. The framework organizes U.S. history into four central themes. Each theme is described briefly and more fully in chapter two of the framework. This document contains the following chapters: (1) U.S. History in Elementary, Middle, and High Schools; (2) The Framework for the 2010 NAEP U.S. History Assessment; and (3) Desired Attributes of the Assessment and Its Exercises and Items. Appendices include: (1) NAEP U.S. History Framework--Staff, Committee Members, and Subcontractors; and (2) Released Items From the NAEP U.S. History Assessment. (Contains 5 tables.) [This document was developed under contract number RN 91072001 by the Council of Chief State School Officers with the American Historical Association, the American Institutes for Research, the National Council for History Education, and the National Council for the Social Studies.]
Mathematics framework for the 2009 National Assessment of Educational Progress by United States( Book )

2 editions published in 2008 in English and held by 579 WorldCat member libraries worldwide

An assessment framework is like a blueprint, laying out the basic design of the assessment by describing the mathematics content that should be tested and the types of assessment questions that should be included. It also describes how the various design factors should be balanced across the assessment. This is an assessment framework, not a curriculum framework, nor does it address what (or how) mathematics should be taught. This report attempts to determine the mathematical skills that should be assessed in 2009 on NAEP at grades 4, 8, and 12. Following an overview, defining an assessment framework and describing the need for a new framework at grade 12, this report divides into five chapters. Chapter Two, "Mathematics Content," contains descriptions of the five major content areas of mathematics (Number Properties and Operations; Measurement; Geometry; Data Analysis, Statistics and Probability; and Algebra) and specific objectives for grades 4, 8 and 12. Chapter Three, "Mathematical Complexity," examines the three levels of mathematical complexity in NAEP assessment--low, moderate, and high--and offers examples of each. Chapter Four, "Item Formats," describes the NAEP mathematical test items which are written in one of three formats--multiple choice, short constructed response, or extended constructed response--and gives examples of each. Finally, each form of the NAEP mathematics assessment must be balanced according to a number of different factors, including content, level of complexity, and format. Chapter Five, "Design of Test and Items," describes the guidelines for balancing each factor. This chapter also addresses other issues of design such as sampling, use of calculators, tools and manipulatives, and accessibility for all students. The report also includes NAEP Mathematical Achievement Level Descriptions for grades 4, 8, and 12. (Contains 12 exhibits and a bibliography.)
Writing framework for the 2017 National Assessment of Educational Progress( Book )

2 editions published in 2016 in English and held by 556 WorldCat member libraries worldwide

Reading framework for the ... National Assessment of Educational Progress by United States( )

in English and held by 434 WorldCat member libraries worldwide

The Levels of mathematics achievement : initial performance standards for the 1990 NAEP mathematics assessment( Book )

2 editions published in 1991 in English and held by 378 WorldCat member libraries worldwide

U.S. history framework for the ... National Assessment of Educational Progress( )

in English and held by 368 WorldCat member libraries worldwide

1996 science performance standards : achievement results for the nation and the states : findings from the National Assessment of Educational Progress by Mary Lyn Bourque( Book )

2 editions published in 1997 in English and held by 365 WorldCat member libraries worldwide

Civics framework for the 1998 National Assessment of Educational Progress : NAEP Civics Consensus Project( Book )

4 editions published between 1996 and 1998 in English and held by 353 WorldCat member libraries worldwide

Mathematics framework for the 2007 National Assessment of Educational Progress by United States( Book )

2 editions published in 2006 in English and held by 347 WorldCat member libraries worldwide

Civics framework for the 2010 National Assessment of Educational Progress : NAEP Civics Project( )

2 editions published in 2009 in English and held by 330 WorldCat member libraries worldwide

Geography framework for the 1994 National Assessment of Educational Progress : NAEP geography consensus project by Washington, Dc Council of Chief State School Officers( Book )

7 editions published between 1992 and 1994 in English and held by 327 WorldCat member libraries worldwide

This document provides the framework to guide the development of assessment instruments for the 1994 National Assessment of Educational Progress (naep) in geography. This framework is designed to assess the outcomes of students' education in geography in grades 4, 8, and 12 as part of the naep. The document draws from the five themes of geography, often used to organize instruction. It melds key physical science and social science aspects of geography into a cohesive and topical whole. It focuses on what geography students should know to be competent and productive 21st century citizens, and uses 3 content areas for assessing the outcomes of geography education: (1) space and place; (2) environment and society, and (3) spatial dynamics and connections. Space and place, which encompasses geography's basic fundamentals, should be assessed by 40 percent of the questions at grades 4, 8, and 12. The other content areas, which are more sophisticated, should be assessed by 30 percent of the questions at each of the 3 grade levels. This framework and its 3 content outcomes serve to clarify specifics of subject matter that should be measured in the 1994 naep geography assessment. This document contains four chapters. The first discusses the nature of geography education and the geography curriculum. The second provides an overview of the framework for the 1994 naep geography assessment. The third lists specifics of the framework content in three areas. The fourth chapter discusses characteristics of the assessment. (Dk)
Writing framework and specifications for the 1998 National Assessment of Educational Progress by United States( Book )

3 editions published in 1997 in English and held by 325 WorldCat member libraries worldwide

Science framework for the 1996 and 2000 National Assessment of Educational Progress : NAEP science consensus project( Book )

3 editions published in 1999 in English and held by 323 WorldCat member libraries worldwide

 
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Alternative Names

controlled identityUnited States. Department of Education

controlled identityUnited States. Office of Educational Research and Improvement

NAGB

National Assessment Governing Board (U.S.)

United States. Department of Education. National Assessment Governing Board

United States. Office of Educational Research and Improvement. National Assessment Governing Board

Languages
English (73)