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Author: Publisher: ISBN: Category : Literacy Languages : en Pages : 76
Book Description
The Reading Framework for the 1992 National Assessment of Educational Progress (NAEP) contains the rationale for the aspects of reading assessed in 1992 and criteria for development of the assessment. Developed through a national consensus process as a part of an effort to move assessment forward, the framework presented in the booklet is more consistent with contemporary knowledge about reading and more relevant to the needs of education decisionmakers than earlier assessments. Chapters of the booklet are: (1) Development of the 1992 Reading Framework (with sections on steering committee guidelines and on considerations and principles); (2) The Design of the 1992 Reading Framework (with sections on a goal for reading literacy education; constructing, extending, and examining meaning; and constructing the assessment); and (3) Special Studies and Background Information (with sections on special studies of oral reading and response; portfolio and metacognition study; and with information for educational policy makers. Appendixes listing steering and planning committee members, and giving sample readings and test items for 4th, 8th, and 12th grades are attached. (RS)
Author: Publisher: ISBN: Category : Literacy Languages : en Pages : 76
Book Description
The Reading Framework for the 1992 National Assessment of Educational Progress (NAEP) contains the rationale for the aspects of reading assessed in 1992 and criteria for development of the assessment. Developed through a national consensus process as a part of an effort to move assessment forward, the framework presented in the booklet is more consistent with contemporary knowledge about reading and more relevant to the needs of education decisionmakers than earlier assessments. Chapters of the booklet are: (1) Development of the 1992 Reading Framework (with sections on steering committee guidelines and on considerations and principles); (2) The Design of the 1992 Reading Framework (with sections on a goal for reading literacy education; constructing, extending, and examining meaning; and constructing the assessment); and (3) Special Studies and Background Information (with sections on special studies of oral reading and response; portfolio and metacognition study; and with information for educational policy makers. Appendixes listing steering and planning committee members, and giving sample readings and test items for 4th, 8th, and 12th grades are attached. (RS)
Author: Publisher: ISBN: Category : Government publications Languages : en Pages : 80
Book Description
This booklet presents the Reading Framework for the 1992, 1994, and 1998 National Assessment of Educational Progress (NAEP). Developed through a national consensus process as part of an effort to move assessment forward, the framework presented in the booklet is more consistent with contemporary knowledge about reading and more relevant to the needs of education decisionmakers than earlier assessments have been. After an overview and introduction, the first chapter of the booklet discusses the development of the Reading Framework. The second chapter discusses the design of the Reading Framework, including: a goal for reading literacy education, constructing, extending, and examining meaning; and constructing the assessment. The third chapter addresses special studies (on oral reading, portfolios, and metacognition) and background information. Contains 10 references. Appendixes list members of the Steering and Planning committees, and present 9 sample items. (RS)
Author: Mark D. Musick Publisher: ISBN: 9780756719616 Category : Languages : en Pages : 76
Book Description
Presents the Reading Framework for the 1992, 1994, 1998, & 2000 National Assessments of Educational Progress (NAEP), adopted by the National Assessment Governing Board. Contains the rationale for the aspects of reading assessed & criteria for development of the assessment. The NAEP in Reading uses a variety of assessment approaches, both conventional & innovative. Developed through a national consensus process as part of an effort to move assessment forward, the new NAEP in Reading is more consistent with contemporary knowledge about reading & more relevant to the needs of educational decisionmakers than earlier assessments were.
Author: Paul L. Williams Publisher: DIANE Publishing ISBN: 078812448X Category : Languages : en Pages : 70
Book Description
Assesses and reports the educational progress of students at grades 4, 8 and 12. National results are provided that describe students' reading achievement at each grade and within various subgroups (race/ethnicity, gender, parents' education level, public and nonpublic schools, and cross-state proficiency findings) of the general population. In addition, results are reported for individual states that choose to participate. This assessment includes a state-by-state component at Grade 4, as well as the national component at all 3 grades. Charts and tables.
Author: Jay R. Campbell Publisher: DIANE Publishing ISBN: 1428989862 Category : Reading (Elementary) Languages : en Pages : 199
Book Description
This report describes students' reading achievements at grades 4, 8, and 12 and within various subgroups of the general population. State-level results are presented for individual states that chose to participate in the 1994 Trial State Assessment. Chapter 1 presents an overview of the 1994 NAEP reading assessment and sample questions and responses. Chapter 2 provides overall average proficiency results for the nation, regions, subgroups of students, and jurisdictions participating in the Trial State Assessment. Chapter 3 describes students' reading performance in terms of achievement levels. Chapter 4 focuses on cross-state comparisons of proficiency results from the state-by-state assessment at grade 4. Chapter 5 describes contextual factors related to students' reading achievement. Chapter 6 describes specific abilities demonstrated by students in the NAEP reading assessment and reports student performance when reading for different purposes. The "most striking" finding from the 1994 assessment is that the average reading proficiency of 12th-grade students declined significantly from 1992 to 1994. Other major findings include: (1) the decline in average proficiency among 12th-graders between 1992 and 1994 was concentrated among lower performing students; (2) reading proficiency at all three grade levels was higher on average for students whose parents had more education; (3) at all three grade levels, female students had higher average reading proficiencies than male students; and (4) students who reported having a greater array of literacy materials in their homes displayed higher average reading achievement. Contains 38 tables and 23 figures of data. Appendixes provide an overview of procedures used in the 1994 assessment and describe students' reading performance; cross-state proficiency and achievement level results; and sample texts and questions. (RS)
Author: Paul L. Williams Publisher: ISBN: Category : Government publications Languages : en Pages : 72
Book Description
This report presents a first look at national and state-level findings of students' overall proficiency in the National Assessment of Educational Progress (NAEP) 1994 reading assessment for grades 4, 8, and 12 and provides comparisons with the performance of their 1992 counterparts. The first chapter introduces the report, discussing topics such as the NAEP, the national sample, the trial state assessment program, the proficiency scale, achievement levels, and cautions in interpretations. The second and third chapters present a first look at the average reading proficiency and the attainment of achievement levels by America's students, discussing average national reading proficiency and average reading proficiency by region and by major reporting subgroups (race/ethnicity, gender, parents' educational level, public and nonpublic schools, and cross-state proficiency findings). Major findings include: (1) the average reading proficiency of twelfth-grade students declined significantly from 1992 to 1994; (2) across all three grade levels, female students continued to display higher reading achievement than male students; (3) reading proficiency was higher on average for students whose parents had more education; and (4) students attending nonpublic schools displayed higher average reading proficiency than their counterparts attending public schools. Appendixes present national and state sample descriptions, reporting subgroup(s) definitions, comparisons among states based on average proficiency, cross-state proficiency and achievement level tabular summaries, and state contextual background factors. Contains 7 figures and 12 tables of data. (RS)
Author: Publisher: ISBN: Category : Government publications Languages : en Pages : 74
Book Description
This booklet presents the Reading Framework for the 1992, 1994, and 1998 National Assessment of Educational Progress (NAEP). Developed through a national consensus process as part of an effort to move assessment forward, the framework presented in the booklet is more consistent with contemporary knowledge about reading and more relevant to the needs of education decisionmakers than earlier assessments have been. After an overview and introduction, the first chapter of the booklet discusses the development of the Reading Framework. The second chapter discusses the design of the Reading Framework, including: a goal for reading literacy education, constructing, extending, and examining meaning; and constructing the assessment. The third chapter addresses special studies (on oral reading, portfolios, and metacognition) and background information. Contains 10 references. Appendixes list members of the Steering and Planning committees, and present 9 sample items. (RS)
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Author: Mark D. Musick
Author: Paul L. Williams
Author: Jay R. Campbell
Author: Paul L. Williams
Author: United States. National Assessment Governing Board
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