Publication Date
| In 2026 | 1 |
| Since 2025 | 8 |
| Since 2022 (last 5 years) | 42 |
| Since 2017 (last 10 years) | 167 |
| Since 2007 (last 20 years) | 996 |
Descriptor
Source
Author
| Edwards, Matia, Ed. | 8 |
| Lee, Jaekyung | 7 |
| Zhang, Jijun | 7 |
| Barmer, Amy | 6 |
| Casserly, Michael | 6 |
| Hambleton, Ronald K. | 6 |
| Mullis, Ina V. S. | 6 |
| Palacios, Moses | 6 |
| Rathbun, Amy | 6 |
| Wang, Xiaolei | 6 |
| Beaton, Albert E. | 5 |
| More ▼ | |
Publication Type
Education Level
Audience
| Policymakers | 127 |
| Researchers | 68 |
| Practitioners | 21 |
| Teachers | 18 |
| Parents | 12 |
| Administrators | 11 |
| Community | 8 |
| Students | 5 |
| Media Staff | 4 |
Location
| California | 52 |
| Texas | 48 |
| Florida | 47 |
| United States | 42 |
| Wisconsin | 38 |
| North Carolina | 37 |
| Ohio | 37 |
| Massachusetts | 35 |
| Illinois | 31 |
| Kentucky | 30 |
| Iowa | 29 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 4 |
| Meets WWC Standards with or without Reservations | 5 |
| Does not meet standards | 2 |
Williams, Joanna P. – 1986
This paper presents arguments in favor of adding reading achievement at age seven to the National Assessment of Educational Progress (NAEP). Progress in reading is developmental. At age seven, most children are in the midst of the crucial stage of beginning reading; by age nine, those making normal progress have moved beyond this stage. Much of…
Descriptors: Beginning Reading, Concurrent Validity, Educational Assessment, Educational Testing
Download full textNational Assessment of Educational Progress, Princeton, NJ. – 1987
The 1986 and 1988 Reading Objectives Assessment of the National Assessment of Educational Progress (NAEP) reflects a consensus of opinion about the processes of reading for grades 4, 8, and 12. The objectives are based on an interpretation of reading as an interactive process between the reader, the reader's purposes and previous experiences, the…
Descriptors: Educational Assessment, Educational Objectives, Elementary Secondary Education, Literature Appreciation
Bloomington Public Schools, MN. – 1977
This booklet contains the 14 exercises that are used in the Bloomington, Minnesota, school system's writing assessment program. Depending on their applicability, the exercises may be used to assess the writing performance of fourth-, eighth-, or eleventh-grade students. Thirteen of the exercises are from the National Assessment of Educational…
Descriptors: Basic Skills, Educational Assessment, Elementary Secondary Education, Evaluation Criteria
Bloomington Public Schools, MN. – 1977
This summary of the Bloomington, Minnesota, public schools writing assessment program includes background information about the selection of exercises that assessed fourth-, eighth-, and eleventh-grade students' writing abilities, a list of these exercises that were used, and information about the students who were assessed. The results of the…
Descriptors: Basic Skills, Educational Assessment, Elementary Secondary Education, Evaluation Methods
Weiss, Andrew R.; Lutkus, Anthony D.; Grigg, Wendy S.; Niemi, Richard G. – 2001
Civics education in the nation's schools informs students about the structures, functions, and processes of government and about the meaningful ways in which citizens can make decisions about public issues and participate in governance. This report, part of the Nation's Report Card program and based on findings from the 1998 National Assessment of…
Descriptors: Academic Achievement, Citizenship, Citizenship Education, Civics
Lutkus, Anthony D.; Weiss, Andrew R.; Campbell, Jay R.; Mazzeo, John; Lazer, Stephen – 1999
The National Assessment of Educational Progress (NAEP) is the nation's only ongoing survey of what students know and can do in various academic subject areas. This report summarizes the results of the 1998 NAEP civics assessment for the nation. The results are based on an assessment of students at grade 4, grade 8, and grade 12. Students'…
Descriptors: Academic Achievement, Academic Standards, Civics, Curriculum Based Assessment
National Center for Education Statistics (ED), Washington, DC. – 1999
The 1998 National Assessment of Educational Progress (NAEP) civics assessment contained a combination of multiple-choice and open-ended questions. Each student participating in the assessment received two 25-minute sections of questions. Most civics questions measured both knowledge and intellectual skills. In addition, some questions measured…
Descriptors: Academic Achievement, Academic Standards, Civics, Curriculum Based Assessment
Walker, Karen – Education Partnerships, Inc., 2006
In an effort for schools to obtain Adequate Yearly Progress, the pressure is on to make certain that students are loaded with as much information as possible in order to score well on the high stakes tests. Writing has continued to move down the list of priorities of what is taught because: it is not being tested or is minimally being assessed.…
Descriptors: High Stakes Tests, Educational Indicators, Federal Programs, Writing Skills
Olson, John F.; Goldstein, Arnold A. – Focus on NAEP, 1996
The National Assessment of Educational Progress (NAEP) is working to increase the numbers of students with disabilities (SD) or limited English proficient (LEP) students who are included in the assessment. Information is presented on the changes made to the inclusion criteria, the types of accommodations being offered, new procedures implemented…
Descriptors: Bilingual Education, Criteria, Disabilities, Educational Assessment
Ferrara, Steven F.; Thornton, Stephen J. – 1986
Two major issues related to the National Assessment of Educational Progress (NAEP) are explored: (1) the roles and responsibilities of federal and state education agencies in reformulating NAEP to facilitate comparisons among states; and (2) problems and solutions in aligning or accounting for differences between national assessment objectives and…
Descriptors: Comparative Testing, Educational Assessment, Educational Objectives, Elementary Secondary Education
Herman, Joan L. – 1986
Issues in designing valid tests for the National Assessment of Educational Progress (NAEP) are discussed. Test scores are often provided without any information on the nature of the tasks represented. Because test domains are defined by individual item writers, the generalizability between tests and items is suspect. While typical content…
Descriptors: Achievement Tests, Content Validity, Criterion Referenced Tests, Educational Assessment
Muratti, Jose E.; And Others – 1979
A parallel Spanish edition was developed of released objectives and objective-referenced items used in the National Assessment of Educational Progress (NAEP) in the field of Career and Occupational Development (COD). The Spanish edition was designed to assess the identical skills, attitudes, concepts, and knowledge of Spanish-dominant students…
Descriptors: Career Development, Criterion Referenced Tests, Educational Assessment, Educational Objectives
Trombley, William, Ed. – National Center for Public Policy and Higher Education, 2004
The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) Code of Conduct: Air Force Academy Adopts Changes in Response to 2003 Sexual Assault Scandal (Kathy Witkowsky); (2) Political Football: Partisan Politics Could Determine…
Descriptors: Higher Education, Behavior, Standards, School Orientation
Abedi, Jamal; Lord, Carol; Kim, Christy; Miyoshi, Judy – National Center for Education Statistics, 2001
This publication reports the results of a research study on the feasibility and validity of various accommodations in the context of mathematics assessment. The study compared limited English proficiency (LEP) and non-LEP students' scores on 20 science items under three different conditions: standard National Assessment for Educational Progress…
Descriptors: Feedback (Response), Measures (Individuals), Program Effectiveness, Examiners
Weiss, Andrew R.; Lutkus, Anthony D.; Hildebrant, Barbara S.; Johnson, Matthew S. – 2002
In 2001, the National Assessment of Educational Progress (NAEP) conducted a geography assessment of the nation's fourth-, eighth-, and twelfth-grade students. This report presents the results of that assessment. Results in 2001 are compared to results of 1994's NAEP geography assessment, which was the preceding NAEP geography assessment and the…
Descriptors: Academic Achievement, Classroom Environment, Comparative Analysis, Educational Assessment
