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Suggested Citation:"References." National Research Council. 2005. Measuring Literacy: Performance Levels for Adults. Washington, DC: The National Academies Press. doi: 10.17226/11267.
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Suggested Citation:"References." National Research Council. 2005. Measuring Literacy: Performance Levels for Adults. Washington, DC: The National Academies Press. doi: 10.17226/11267.
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Suggested Citation:"References." National Research Council. 2005. Measuring Literacy: Performance Levels for Adults. Washington, DC: The National Academies Press. doi: 10.17226/11267.
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Suggested Citation:"References." National Research Council. 2005. Measuring Literacy: Performance Levels for Adults. Washington, DC: The National Academies Press. doi: 10.17226/11267.
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Suggested Citation:"References." National Research Council. 2005. Measuring Literacy: Performance Levels for Adults. Washington, DC: The National Academies Press. doi: 10.17226/11267.
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Suggested Citation:"References." National Research Council. 2005. Measuring Literacy: Performance Levels for Adults. Washington, DC: The National Academies Press. doi: 10.17226/11267.
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Suggested Citation:"References." National Research Council. 2005. Measuring Literacy: Performance Levels for Adults. Washington, DC: The National Academies Press. doi: 10.17226/11267.
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References Adult Performance Level Project. (1975). Adult functional competency: A summary. (ED No. 114 609.) Austin: University of Texas, Division of Extension. American Educational Research Association, American Psychological Association, and Na- tional Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association. American Medical Association. (1999). Health literacy: Report of the Ad Hoc Committee on Health Literacy for the Council of Scientific Affairs. Journal of the American Medical Association, 281(6), 552-557. Baldwin, J., Kirsch, I.S., Rock, D., and Yamamoto, K. (1995). The literacy proficiencies of GED examinees: Results from the GED-NALS Comparison Study. Washington, DC: American Council on Education and Educational Testing Service. Baron, D. (2002). Will anyone accept the good news on literacy? The Chronicle of Higher Education, February 1. Barton, P.E. (1999). What jobs require: Literacy, education, and training, 1940-2006. Princeton, NJ: Educational Testing Service. Berk, R.A. (1986). A consumer’s guide to setting performance standards on criterion-refer- enced tests. Review of Educational Research, 56, 137-172. Berkman, N.D., De Walt, D.A., Pignone, M.P., Sheridan, S.L., Lohr, K.N., Lux, L., Sutton, S.F., Swinson, T., and Bonito, A.J. (2004). Literacy and health outcomes. (Evidence Report/Technology Assessment No. 87 prepared by RTI International-University of North Carolina Evidence-Based Practice Center under Contract No. 290-02-0016. AHRQ Publication No. 04-E007-1.) Rockville, MD: Agency for Healthcare Research and Quality. Berliner, D.C. (1996). Nowadays, even the illiterates read and write. Research in the Teach- ing of English, 30(3), 334-351. Beuck, C.H. (1984). A method for researching a compromise between absolute and relative standards in examinations. Journal of Educational Measurement, 21, 147-152. Brady, H.E. (1996). Political participation. In M.X. Delli Carpini and S. Keeter (Eds.), What Americans know about politics and why it matters. New Haven, CT: Yale University Press. 196

REFERENCES 197 Brennan, R.L. (1998). Misconceptions at the intersection of measurement theory and prac- tice. Educational Measurement: Issues and Practice, 17(1), 5-9. Campbell, A., Kirsch, I.S., and Kolstad, A. (1992). Assessing literacy. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Cizek, G.J. (1993). Reactions to the National Academy of Education report setting perfor- mance standards for student achievement. Washington, DC: National Assessment Gov- erning Board. Cizek, G.J. (2001a). Conjectures on the rise and call of standard setting: An introduction to context and practice. In G.J. Cizek (Ed.), Setting performance standards: Concepts, methods, and perspectives. Mahwah, NJ: Lawrence Erlbaum. Cizek, G.J. (Ed.), (2001b). Setting performance standards: Concepts, methods, and perspec- tives. Mahwah, NJ: Lawrence Erlbaum. Cizek, G.J., Bunch, M.B., and Koons, H. (2004). An NCME instructional module on setting performance standards: Contemporary methods. Educational Measurement: Issues and Practice, 2(4), 31-50. Delli Carpini, M.X. and Keeter, S. (1996). What Americans know about politics and why it matters. New Haven, CT: Yale University Press. Egan, K.L. (2001). Validity and defensibility of cut scores established by the bookmark stan- dard setting methods. Paper presented at the Council of Chief State School Officers Conferences on Large-Scale Assessment, June, Houston, TX. Equipped for the Future Assessment Consortium, Center for Literacy Studies at University of Tennessee, and SRI International. (2002). EFF/NRS data collection project, 2000-2001: An interim report on the development of the EFF assessment framework. Washington, DC: National Institute for Literacy. Fry, E. (1977). Fry’s readability graph: Clarifications, validity and extension to Level 17. Journal of Reading, 21, 242-252. GED Testing Service. (2004). Who passed the GED tests? 2002 statistical report. Washing- ton, DC: American Council on Education. Geisinger, K.F. (1991). Using standard-setting data to establish cutoff scores. Educational Measurement: Issues and Practice, 10(2), 17-22. Gray, P. (1993). Adding up the under-skilled: A survey finds nearly half of U.S. adults lack the literacy to cope with modern life. Time, September 20, 142, 175. Green, D.R., Trimble, C.S., and Lewis, D.M. (2003). Interpreting the results of three different standard-setting procedures. Educational Measurement: Issues and Practice, 22(1), 22- 32. Greenberg, E., Macia, R., Rhodes, D., and Chan T. (2001). English literacy and language minorities in the United States. (No. 2001-464). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Haigler, K.O., Harlow, C., O’Connor, P., and Campbell, A. (1994). Literacy behind prison walls: Profiles of the prison population from the National Adult Literacy Survey. Wash- ington, DC: U.S. Department of Education, National Center for Education Statistics. Hambleton, R.K. (1980). Test score validity and standard setting methods. In D.C. Berliner, (Ed.), Criterion-referenced measurement: The state of the art (pp. 80-123). Baltimore, MD: Johns Hopkins University Press. Hambleton, R.K. (2001). Setting performance standards on educational assessments and cri- teria for evaluating the process. In C.J. Cizek (Ed.), Setting performance standards: Concepts, methods, and perspectives. Mahwah, NJ: Lawrence Erlbaum. Hambleton, R.K., and Bourque, M.L. (1991). The levels of mathematics achievement (techni- cal report, vol. III). Washington, DC: National Assessment Governing Board.

198 REFERENCES Hambleton, R.K., Brennan, R.L., Brown, W., Dodd., B., Forsyth, R.A., Mehrens, W.A., Nellhaus, J., Rackase, M., Rindone, D., van der Linden, W.J., and Zqick, R. (2000). A response to “setting reasonable and useful performance standards” in the National Acad- emy of Sciences “Grading the nation’s report card.” Educational Measurement: Issues and Practice, 19(2), 5-14. Hauck, W.W. (1983). A note on confidence bands for the logistic regression curve. American Statistician, 37, 158-160. Hauser, R.M. and Goldberger, A.S. (1971). The treatment of unobservable variables in path analysis. In H.L. Costner (Ed.), Sociological methodology (pp. 81-117). San Francisco: Jossey-Bass. Hofstee, W.K.B. (1983). The case for compromise in educational selection and grading. In S.B. Anderson and J.S. Helmick (Eds.), On educational testing (pp. 109-127). San Fran- cisco: Jossey-Bass. Huff, K. L. (2001). Overcoming unique challenges to a complex performance assessment: A novel approach to standard setting. Paper presented at the annual meeting of the Na- tional Council on Measurement in Education, April, Seattle, WA. Hunyh, H. (2000). On item mappings and statistical rules for selecting binary items for criterion-referenced interpretation and bookmark standard settings. Paper presented at the annual meeting of the National Council for Measurement in Education, April, New Orleans. Institute of Medicine. (2004). Health literacy: A prescription to end confusion. Committee on Health Literacy, Board on Neuroscience and Behavioral Health. Washington, DC: The National Academies Press. Jaeger, R.M. (1989). Certification of student competence. In R.L. Linn (Ed.), Educational measurement (3rd ed., pp. 485-514). Washington DC: American Council on Education. Jaeger, R.M. (1991). Selection of judges for standard-setting. Educational Measurement: Is- sues and Practice, 10(2), 3-6. Jaeger, R.M., and Mills, C.N. (2001). An integrated judgement procedure for setting stan- dards on complex, large-scale assessments. In G.J. Cizek (Ed.), Setting performance standards: Concepts, methods, and perspectives. Mahwah, NJ: Lawrence Erlbaum. Jordan, H. (1993). Literacy of 90 million is deficient. Washington Post, September 8, A1, A15. Joreskog, K.G., and Goldberger, A.S. (1975). Estimation of a model with multiple indicators and multiple causes of a single latent variable. Journal of the American Statistical Asso- ciation, 70, 631-639. Kane, M. (1993). Comments on the NAE evaluation of NAGB achievement levels. Washing- ton, DC: National Assessment Governing Board. Kane, M.T. (1995). Examinee-centered vs. task-centered standard setting. In Proceedings of joint conference on standard setting in large-scale assessments (pp. 119-139). Washing- ton, DC: National Assessment Governing Board and U.S. Department of Education, National Center for Education Statistics. Kane, M.T. (2001). So much remains the same: Conception and status of validation in setting standards. In G.J. Cizek (Ed.), Setting performance standards: Concepts, methods, and perspectives. Mahwah, NJ: Lawrence Erlbaum. Kaplan, D.A. (1993). Dumber than we thought: Literacy: A new study shows why we can’t cope with everyday life. Newsweek, 122, 44-45. Kingston, N.M., Kahl, S.R., Sweeney, K.P., and Bay, L. (2001). Setting performance stan- dards using the body of work method. In G.J. Cizek (Ed.), Setting performance stan- dards: Concepts, methods and perspectives (Chapter 8). Mahwah, NJ: Lawrence Erlbaum.

REFERENCES 199 Kirsch, I.S. (2002). Literacy standards must not be lowered. Available: http://www.ets.org/ search97cgi/s97_cgi [accessed 2003.] Kirsch, I.S., Jungeblut, A., Jenkins, L., and Kolstad, A. (1993). Adult literacy in America: A first look at the results of the national adult literacy survey. Princeton, NJ: Educational Testing Service. Kirsch, I.S., Jungeblut, A., and Mosenthal, P.B. (2001). Interpreting the adult literacy scales and literacy levels. Chapter 13 in Technical report and data file user’s manual for the 1992 national adult literacy survey. (NCES No. 2001-457). Washington, DC: U.S. De- partment of Education, National Center for Education Statistics. Kirsch, I., Yamamoto, K., Norris, N., Rock, D., Jungeblut, A., O’Reilly, P., Berlin, M., Mohandjer, L., Waksberg, J., Goksel, H., Burke, J., Rieger, S., Green, J., Klein, M., Campbell, A., Jenkins, L., Kolstad, A., Mosenthal, P., and Baldi, S. (2001). Technical report and data file user’s manual for the 1992 national adult literacy survey. (NCES No. 2001-457.) Washington, DC: U.S. Department of Education, National Center for Education Statistics. Langley, P.S. (1999). Corrections education: A learning profiles special report. Salt Lake City: Utah State Office of Education. Available: http://64.233.161.104/search?q=cache:K8oNS l03sgEJ:literacynet.org/ll/issue8/columnist2.html+Corrections+education, +Langley&hl=en&start=1 [accessed June 2005]. Lawrence, S., Mears, D., Dubin, G., and Travis, J. (2002). The practice and promise of prison programming. Washington, DC: Urban Institute, Justice Policy Center. Lewis, D.M., Green, D.R., Mitzel, H.C., Baum, K., and Patz, R.J. (1998). The bookmark standard setting procedure: Methodology and recent implementations. Paper presented at the National Council for Measurement in Education annual meeting, San Diego, CA. Mathews, J. (2001). Adult illiteracy, rewritten: Director revises widely quoted 1993 study that said 1 in 5 couldn’t read; analysis called overly pessimistic. Washington Post, July 17. Mehrens, W.A. (1995). Methodological issues in standard setting for educational exams. In Proceedings of the joint conference on standard setting for large-scale assessments (p. 221-263). Washington, DC: National Assessment Governing Board and National Center for Education Statistics. Mitzel, H.C., Lewis, D.M., Patz, R.J., and Green, D.R. (2001). The bookmark procedure: Psychological perspectives. Chapter 9 in G.J. Cizek (Ed.), Setting performance stan- dards: Concepts, methods and perspectives. Mahwah, NJ: Lawrence Erlbaum. Mullins, M., and Green, D. (1994). In search of truth and the perfect standard-setting method: Is the Angoff procedure the best available for credentialing. Clear Exam Review, winter, 21-24. Murnane, R.J., Willett, J.B., and Levy, F. 91995). The growing importance of cognitive skills in wage determination. The Review of Economics and Statistics, 77(2), 251-266. Murray, T.S. (2003). The assessment of literacy, numeracy, and language at the international level: A review. Paper prepared for the Committee on Performance Levels for Adult Literacy, National Research Council. National Assessment Governing Board, U.S. Department of Education. (1998). Civics frame- work for the 1998 national assessment of educational progress. Washington, DC: Au- thor. Available: http://www.nagb.org/pubs/civics.pdf [accessed December 2004]. National Center for Education Statistics. (2003). Digest of education statistics, 2003. Avail- able: http://nces.ed.gov/programs/digest/d03/index.asp [accessed February 25, 2005]. National Institute for Literacy. (2002). Correctional education facts. Washington, DC: Author. National Reporting System. (2002). 6 levels of ABE or ESL. Available: http://www.oei- tech.com/nrs/. [accessed September 2005].

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The National Assessment of Adult Literacy (NAAL) is a household survey conducted periodically by the Department of Education that evaluates the literacy skills of a sample of adults in the United Stages ages 16 and older. NAAL results are used to characterize adults' literacy skills and to inform policy and programmatic decisions. The Committee on Performance Levels for Adult Literacy was convened at the Department's request for assistance in determining a means for booking assessment results that would be useful and understandable for NAAL'S many varied audiences. Through a process detailed in the book, the committee determined that five performance level categories should be used to characterize adults' literacy skills: nonliterate in English, below basic literacy, basic literacy, intermediate literacy, and advanced literacy. This book documents the process the committee used to determine these performance categories, estimates the percentages of adults whose literacy skills fall into each category, recommends ways to communicate about adults' literacy skills based on NAAL, and makes suggestions for ways to improve future assessments of adult literacy.

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