4

 

DETERMINING PERFORMANCE LEVELS FOR THE NATIONAL ASSESSMENT OF ADULT LITERACY

 

87

   

 Stakeholder Views,

 

88

   

 Relationships Between Literacy Scores and Background Characteristics,

 

92

   

 Developing Policy-Relevant Performance Levels,

 

105

5

 

DEVELOPING PERFORMANCE-LEVEL DESCRIPTIONS AND SETTING CUT SCORES

 

108

   

 The Bookmark Standard-Setting Method,

 

111

   

 Bookmark Standard Setting with 1992 Data,

 

117

   

 Bookmark Standard Setting with 2003 Data,

 

121

   

 Results from the Standard-Setting Sessions,

 

130

   

 Contrasting Groups Standard-Setting Method,

 

146

   

 Adjusting the Bookmark Cut Scores,

 

159

   

 Difficulties with the Upper and Lower Ends of the Score Scale,

 

161

6

 

COMMUNICATING AND USING THE RESULTS OF LITERACY ASSESSMENTS

 

167

   

 Communicating Results,

 

167

   

 Communication Strategies,

 

175

   

 Examples of Ways NAAL Results May Be Used,

 

177

7

 

RECOMMENDATIONS FOR FUTURE LITERACY ASSESSMENTS

 

182

   

 Demand-Side Analysis of Critical Skills,

 

183

   

 Improving the Assessment of Quantitative Skills,

 

188

   

 Improving the Information Collected About Adult Non-English Speakers,

 

191

   

 Rethinking and Broadening the Definition of Literacy,

 

193

   

 Conclusion,

 

195

 

 

REFERENCES

 

196

 

 

APPENDIXES

 

 

A

 

The Committee’s Public Forums on Performance Levels for NAAL

 

203

B

 

Examination of the Dimensionality of NALS

 

214

C

 

July 2004 Bookmark Standard-Setting Session with the 1992 NALS Data

 

221

D

 

September 2004 Bookmark Standard-Setting Session with the 2003 NAAL Data

 

285

E

 

Biographical Sketches of Committee Members and Staff

 

327



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement