Proceedings of Achievement Levels Workshop

Boulder, Colorado, August 20-22, 1997

Publisher: National Assessment Governing Board, U.S. Dept. of Education, Publisher: Office of Educational Research and Improvement, Educational Resources Information Center in [Washington, DC]

Written in English
Published: Downloads: 86
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  • Achievement tests -- Standards -- United States -- Congresses.,
  • Examinations -- Design and construction -- Validity -- United States -- Congresses.

Edition Notes

Statementedited by Mary Lyn Bourque.
SeriesThe nation"s report card, The nation"s report card, Nation"s report card
ContributionsUnited States. National Assessment Governing Board., Educational Resources Information Center (U.S.)
The Physical Object
Pagination1 v.
ID Numbers
Open LibraryOL18479620M

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Proceedings of Achievement Levels Workshop Achievement Levels Workshop Boulder, Colorado August 20 –22, Boulder, Colorado August 20–22, REPORT CARD THE NATION’S National Assessment Governing Board.

Edited by Mary Lyn Bourque National Assessment Governing Board. National Assessment Governing Board. NAEP Achievement Levels. NAEP Achievement Levels. An important role of the Board is setting achievement levels for NAEP assessments.

Discover more about this process and what the achievement levels mean when it comes to measuring student achievement. Get this from a library. Proceedings of Achievement Levels Workshop: Boulder, Colorado, August[United States.

National Assessment Governing Board.; Educational Resources Information Center (U.S.);] -- The papers presented at this symposium explore each component of the National Assessment of Educational Progress (naep), from the development of the assessment frameworks.

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Show this book's. This publication evaluates the NAEP student achievement levels in reading and mathematics in grades 4, 8, and 12 to determine whether the achievement levels are reasonable, reliable, valid, and informative to the public, and recommends ways that the setting and use of achievement levels can be improved.

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Assignment results were partitioned into two groups: scores above 80% (A/B) and scores below 80% (C/D/F). To investigate student behaviors that result in differing levels of achievement, all students who consistently received A/B scores and all students who consistently received C/D/F scores were removed from the dataset.

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