Reporting District-Level NAEP Data Summary of a Workshop (2000) / Chapter Skim
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3 NAEP's Influence on State Instructional and Assessment Programs
3 NAEP's Influence on State Instructional and Assessment Programs
Pages 14-18
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From page 14... ...
Moreover, states reported that they use the results to argue for more rigor in their curricula and standards, to examine curricular strengths and weaknesses relative to testing frameworks, and to study NAEP item formats as exemplars. Many states have adopted the NAEP models for standards-based reporting and use NAEPlike achievement levels.
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From page 15... ...
For example, Connecticut's reading mastery test is built on aspects of the NAEP reading literacy frameworks. According to Peter Behuniak, Connecticut's director of student assessment and testing, the reading comprehension component of the Connecticut Mastery Test in language arts "directly reflects the philosophy of the NAEP frameworks." Connecticut's reading components include all but the NAEP's personal reflection stance.
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From page 16... ...
Robert Silverman, Washington's senior analyst for assessment, noted that reporting of NAEP performance by achievement levels had driven changes in his state's policy as well. Results from a recent NAEP administration revealed that 60 percent of their students performed below the proficient level in reading.
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From page 17... ...
BACKGROUND AND CONTEXTUAL INFORMATION IS USEFUL Panelists expressed appreciation for the background and contextual information provided by NAEP, as some states collect limited background information on students and school practices. The student questionnaires provide information beyond race/ethnicity and school attendance to include factors thought to influence academic performance, such as language spoken in the home, study and homework habits, and motivation toward school.
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From page 18... ...
In one instance, Robert Silverman remarked that Washington modified their state testing sequence to accommodate NAEP's schedule; they now assess students in third grade instead of fourth grade. Speakers also stressed that the staff time commitment required to seek participation from schools is substantial.
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