Grading the Nation's Report Card Research from the Evaluation of NAEP (2000) / Chapter Skim
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6 Subject-Matter Experts' Perceptions of the Relevance of the NAEP Long-Term Trend Items in Science and Mathematics
6 Subject-Matter Experts' Perceptions of the Relevance of the NAEP Long-Term Trend Items in Science and Mathematics
Pages 123-131
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From page 123... ...
Because the long-term trend items were developed well before the current main NAEP frameworks and assessments, some have questioned whether the long-term trend items are up-to-date and relevant measures of student achievement. Thus, the purpose of this study was to evaluate long-term trend NAEP for its relevance compared with the classroom, national standards, and main NAEP assessments using item-level data.
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From page 124... ...
2. Do the long-term trend items in mathematics and science adequately assess what national standards should be taught in grade 8 classrooms today?
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From page 125... ...
Disciplinary Specialists Disciplinary specialists consisted of professionals, such as university professors and leaders in professional organizations, who are considered experts in national mathematics or science standards assessments, were nominated by the NRC. Disciplinary specialists for science were from the University of Minnesota; Assessment Curriculum & Teaching Systems; Science Examination for New Standards Project in California; Bedford, New York Public Schools; University of Oklahoma; Alaska Department of Education; West ED; University of California; Vanderbilt University; and Colorado Department of Education.
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From page 126... ...
The two groups of faculty were given the four questions because this information requires eighth-grade teaching experience. The disciplinary specialists were given only questions C and D because it was thought they would have a good understanding of their field and educational national standards but did not currently teach eighth grade.
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From page 127... ...
TABLE 6-1 Means and Standard Deviations of Responses to Questions A, B C, and D Across Groups and Combined for Mathematics District Reform Disciplinary Teachers Teachers Specialists Combined Question Short- LongTerm Term (22)
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From page 128... ...
These high and comparable mean results indicate that study participants strongly feel that both frameworks, as reflected in the selected items, adequately assess mathematics and science concepts taught in today's classrooms as well as what national standards say should be taught in today's classrooms. The results also indicate a high degree of comparability across the two NAEPs.
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From page 129... ...
· This subset of items also appears to reflect what grade 8 teachers and disciplinary specialists believe are important parts of national standards in mathematics and science. For both mathematics and science there do not appear to be any meaningful differences in grade 8 teachers' or disciplinary specialists' perceptions of the relevance of long-term trend items and main NAEP items, as measured by coverage in current classrooms or reflection in national standards.
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From page 130... ...
Also, a subset of trend items was used, thus providing information about those national standards and content reflected only in those items. The results have shown that those items are reflective of what is important for eighth-grade students to know and be able to do as well as what national standards say should be taught in today's eighth-grade classrooms.
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From page 131... ...
These select items also appear to reflect what grade 8 teachers and disciplinary specialists believe to be important parts of national standards in science and mathematics. Lastly, in both science and mathematics there do not appear to be any meaningful differences in grade 8 teachers' or disciplinary specialists' perceptions of the relevance of long-term trend items and main NAEP items as measured by coverage in current classrooms or reflection in national standards.
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