Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress (2017) / Chapter Skim
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7 Setting New Standards: Considerations
7 Setting New Standards: Considerations
Pages 219-234
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From page 219... ...
Since NAEP's primary purpose is to track student progress over time, maintaining the integrity of the trend line is essential. But education is not static: content areas mature, curricula and teaching strategies evolve, assessment methods adapt, and the policy contexts for using assessments change as priorities change.
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From page 220... ...
Since the initial standard settings for the 1992 assessments, there have been three instances when changes to the frameworks have prompted research and discussion about the integrity of the trend line.2 There is also a pending decision about digitally based assessments. In this chapter, we discuss these changes and how they were handled.
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From page 221... ...
In this scenario, the trend line is continued without concern. Every time substantive changes are made to the framework for main NAEP, the National Assessment Governing Board (NAGB)
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From page 222... ...
MATHEMATICS Revisions to the NAEP framework for mathematics reflected changes in curriculum and goals for mathematics education. Even though the NAEP framework is an assessment framework and not a curriculum framework, changes in curriculum and goals necessitate changes in the assessment framework.3 The curricular changes and goals related to mathematical proficiency are described in various publications, including the Adding It Up (National Research Council, 2001)
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From page 223... ...
This was a prime motivation for the standards movement that resulted in the 1989 NCTM Curriculum and Evaluation Standards for School Mathematics, known as the NCTM Standards.6 Even though the movement away from an emphasis on computation and memorization to an emphasis on conceptual understanding and reasoning brought back images of the new math, research on student learning as reflected later in Adding It Up (National Research Council, 2001) supported the change.
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From page 224... ...
The Common Core Standards are more rigorous than those of some of the state standards they replaced, reflecting some of the more rigorous and successful state standards and the standards of the higher performing countries on international assessments. The Common Core Standards call for more algebra and more probability and statistics in grades 7 and 8.
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From page 225... ...
One of the major goals in the creation of the Common Core State Standards was for mathematics to become substantially more focused and coherent across grades as is recommended by many in the field of mathematics education (see Daro et al., 2011; Schmidt et al., 2002, 2005; Watanabe, 2005) .12 Toward this end, it is useful to report results in a way that reinforces this conception, such as using the same score scale for each grade and/or having ALDs that build on each other across grades.
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From page 226... ...
. Framework for Mathematics: 200913 The 2005 framework was revisited in 2009, and additional changes were made as shown below: Mathematics Content • Objectives for grades 4 and 8 remain the same • New topic of "mathematical" reasoning added at grades, 4, 8, and 12 • New objectives for grade 12 were introduced 13This section was revised after the report was initially transmitted to the U.S.
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From page 227... ...
For grades 4 and 8, the revisions were again judged to be minimal (see footnote 10) , and only small changes were made to the ALDs: "reason" or "reasoning" appears twice in the expanded explanation of "Proficient" at grade 8 and once in the final sentence of the expanded explanation for "Advanced" at grade 8 (see National Assessment Governing Board, 2014, pp.
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From page 228... ...
• In preparing the framework, extensive use was made of interna tional reading assessments and exemplary state standards. • For the first time in NAEP, vocabulary was measured explicitly.
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From page 229... ...
For example, the digitally based science assessment administered in 2009 revealed serious deficits in students' abilities to design experiments, reason from data, and perform other problem-solving tasks in science.15 With new item types that are intended to measure different content, 15See https://www.nagb.org/newsroom/naep-releases/science-hots-icts.html [Novem ber 2016]
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From page 230... ...
Changes in the policy context and priorities for student learning have changed NAEP from being a thermometer used to describe progress, then to a role model to set aspirations for progress, and then to an account 16This section was revised after the report was initially transmitted to the U.S. Department of Education; see Chapter 1 ("Data Sources")
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From page 231... ...
We think this would be unwise at a time when so many other things are in flux -- many states are transitioning to the Common Core State Standards and implementing the associated assessments; many other states are transitioning to similar standards and assessments; and NAEP is moving toward digital assessment with new item types. Moreover, Congress recently reauthorized the Elementary and Secondary Education Act (the Every Student Succeeds Act)
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From page 232... ...
Other benchmarks that the committee judges would be valued in this policy context include a benchmark for the 8th-grade assessments that flag the likelihood of a college and career-ready high school diploma; a benchmark for the 4th-grade assessments that measures readiness for 5th grade; and a benchmark to measure progress toward being one of the top 5 or 10 countries on the Trends in International Mathematics and Science (TIMSS) assessment or the Programme for International Student Assessment (PISA)
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From page 233... ...
SETTING NEW STANDARDS: CONSIDERATIONS 233 Additional work to evaluate the alignment of the items and the ALDs for grade-4 reading and grade-12 mathematics is also needed. This work should not be done piecemeal, one grade at a time; rather, it should be done in a way that maintains the continuum of skills and knowledge across grades.18 18This conclusion was revised after the report was initially transmitted to the U.S.
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