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Download full textGossin-Wilson, Will – Learning Point Associates, 2009
During the past decade, the percentage of proficient students (PPS) has become the primary indicator of school performance. Educators use the PPS to monitor changes in performance over time, compare performance across groups, and assess trends in achievement gaps. The PPS is relatively new, first used with the National Assessment of Educational…
Descriptors: Theory Practice Relationship, Achievement Tests, Educational Indicators, National Competency Tests
Peer reviewedBock, R. Darrell; And Others – Educational Researcher, 1982
Describes the evolution of national educational assessment in the United States, its present stage of development, methodological and reporting problems, and approaches applicable to assessment data. Examines how proposed approaches can be applied in the California Assessment Program and in the National Assessment of Educational Progress. (MJL)
Descriptors: Academic Achievement, Educational Assessment, Evaluation Methods, Item Sampling
Murray, Linda N.; Hambleton, Ronald K. – 1983
The purpose of this research study was to assess item response model-test data fit using residuals. First, a comparison of raw and standardized residuals for describing model-test data fit was carried out. Second, hypotheses concerning the relationship between residual sizes and several item characteristics were studied. The analyses with…
Descriptors: Educational Assessment, Goodness of Fit, Item Analysis, Latent Trait Theory
Peer reviewedZwick, Rebecca – Journal of Educational Statistics, 1992
Some unresolved methodological and philosophical issues in the assessment of performance trends are discussed as they relate to the National Assessment of Educational Progress (NAEP). How to measure performance change while remaining responsive to advances in curriculum and the technology of assessment is a central dilemma. (SLD)
Descriptors: Academic Achievement, Curriculum Development, Educational Assessment, Educational Technology
General Accounting Office, Washington, DC. Program Evaluation and Methodology Div. – 1993
In September 1991, the National Assessment Governing Board (NAGB) announced standards for basic, proficient, and advanced achievement in mathematics and reported that few American students had reached these standards. Expert reviewers noted technical problems with the NAGB approach and questioned its results. In this report, the NAGB…
Descriptors: Academic Achievement, Academic Standards, Educational Policy, Elementary Secondary Education
Kane, Michael – 1993
The National Academy of Education (NAE) Panel has drawn two major conclusions in its evaluation of the National Assessment Governing Board's (NAGB) efforts to set achievement levels for the National Assessment of Educational Progress (NAEP). They are that the Angoff procedure is fundamentally flawed for the setting of achievement levels, and that…
Descriptors: Academic Achievement, Academic Standards, Achievement Tests, Educational Policy
