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NAEP 2007 - 2008

NAEP 2007 - 2008 . FRAMEWORKS, RESULTS, ASSESSMENTS, NEWS. Angie Mangiantini December 6, 2007. National NAEP Reports results for national sample of students from both public and private schools at Grades 4, 8, and 12 State NAEP Separate sample of students drawn from each state

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NAEP 2007 - 2008

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  1. NAEP 2007 - 2008 FRAMEWORKS, RESULTS, ASSESSMENTS, NEWS Angie Mangiantini December 6, 2007

  2. National NAEP • Reports results for national sample of students from both public and private schools at Grades 4, 8, and 12 • State NAEP • Separate sample of students drawn from each state • Results reported by each state and for the nation • Assesses Grades 4 and 8 only • In 2001, with NCLB, schools receiving Title 1 funds were required to participate in state assessments of Reading and Mathematics • Long Term Trend • Report changes in academic performance for the nation’s 9, 13, and 17 year olds • Administered every 4 years • Originally administered in Reading in 1971 and 1973 in Mathematics • Special Studies • High School Transcript Study – courses taken, GPA, course taking patterns and achievement • National Indian Education Study – condition of education for American Indian and Alaska Native students • Technology Based Assessment – explore the use of technology in assessments

  3. 2007 MATHEMATICS FRAMEWORKS

  4. Mathematics Content Areas • Number Properties and Operations • Number sense • Estimation • Number operations • Ratios and proportional reasoning • Measurement • Measuring physical attributes • System of measurement • Geometry • Dimension and shape • Transformation of shapes and preservation of properties • Relationship between geometric figures • Position and direction • Mathematic reasoning

  5. Mathematics Content Areas • Data Analysis and Probability • Data representation • Characteristics of data sets • Experiments and samples • Probability • Algebra • Patterns, relations, and functions • Algebraic representations • Variables, expressions, and operations • Equations and inequalities

  6. Percentage Distribution of Items by Grade and Content Area Content Area Grade 4 (%) Grade 8 (%) Number Properties and Operations 40 20 Measurement 20 15 Geometry 15 20 Data Analysis and Probability 10 15 Algebra 15 30

  7. Mathematical Complexity of Items • Demand on student thinking • Assumption student is familiar with the mathematics of the task • Three categories of complexity • Low • Moderate • High

  8. Low complexity items • Relies on recall and recognition of previously learned concepts and principles • Item specifies what the student is to do • Student does not need to come up with an original method or solution

  9. Moderate complexity • More flexibility of thinking and choice among alternatives • Student must decide what to do using informal methods of reasoning and problem solving strategies

  10. High complexity • Makes heavy demands on student • Student must engage in abstract reasoning, planning, analysis, judgment and creative thought

  11. Balance of item complexity • Ideal balance: • Half of score on the assessment is based on items of moderate complexity • A quarter of the score based on items of low complexity • A quarter of the score based on items of high complexity

  12. Item Formats: • Multiple choice items • Short constructed response • Extended constructed response

  13. MATHEMATICS FRAMEWORK • Grade 4 Achievement Levels: • Basic (214-248) • 4th grade students performing at the Basic level show evidence of understanding the mathematical concepts and procedures in the five NAEP content areas • Proficient (249-281) • 4th grade students performing at the Proficient level should consistently apply integrated procedural knowledge and conceptual understanding to problem solving in the five NAEP content areas • Advanced (282 – 500) • 4th grade students performing at the Advanced level should apply integrated procedural knowledge and conceptual understanding to complex and non-routine real world problem solving in the five NAEP content areas

  14. MATHEMATICS FRAMEWORK • Grade 8 Achievement Levels • Basic (262-298) • 8th grade students performing at the Basic level should exhibit evidence of conceptual and procedural understanding in the five NAEP content areas. This level of performance signifies an understanding of arithmetic operations – including estimation – on whole numbers, decimals, fractions, and percents • Proficient (299-332) • 8th grade students performing at the Proficient level should apply mathematical concepts and procedures consistently to complex problems in the five NAEP content areas • Advanced (333-500) • 8th grade students performing at the Advanced level should be able to reach beyond the recognition, identification, and application of mathematical rules in order to generalize and synthesize concepts and principles in the five NAEP content areas

  15. PERCENT OF STUDENTS AT THE ADVANCED ACHIEVEMENT LEVEL

  16. PERCENT OF STUDENTS AT OR ABOVE THE PROFICIENT ACHIEVEMENT LEVEL

  17. PERCENT OF STUDENTS AT THE ADVANCED ACHIEVEMENT LEVEL

  18. PERCENT OF STUDENTS AT OR ABOVE THE PROFICIENT ACHIEVEMENT LEVEL

  19. 2007 READING FRAMEWORKS GRADES 4 AND 8

  20. Contexts for Reading • Reading for literary experience • Readers explore events, characters, themes, settings, plots, actions, and the language of literary works by reading novels, short stories, poems, plays, legends, biographies, myths, and folktales • Reading for information • Readers gain information to understand the world by reading materials such as magazines, newspapers, textbooks, essays, and speeches. • Reading to perform a task • Readers apply what they learn from reading materials such as bus or train schedules, directions for repairs or games, classroom procedures, tax forms (grade 12), maps, and so on. (Assessed in Grades 8 and 12 only).

  21. Percentage of NAEP Reading Items, by Grade and Context for Reading Context for Reading Grade For Literary Experience (%) For Information (%) To Perform a Task (%) 4 55 45 No scale 8 40 40 20

  22. Aspects of Reading • Forming a General Understanding • The reader must consider the text as a whole and provide a global understanding of it. • Developing Interpretation • The reader must extend initial impressions to develop a more complete understanding of what was read. This process involves linking information across parts of a text as well as focusing on specific information. • Making Reader/Text Connections • The reader must link information in the text with knowledge and experience. • Examining Content and Structure • This requires critically evaluating, comparing and contrasting, and understanding the effect of features such as irony, humor, and organization by the student.

  23. Percentage Distribution of Student Time, by Grade and Aspect of Reading Aspect of Reading Forming a General Making Reader/Text Examining Content Understanding and Connections (%) and Structure (%) Developing Grade Interpretation (%) 4 60 15 25 8 55 15 30

  24. READING FRAMEWORK • Grade 4 Achievement Levels: • Basic (208-237) • Fourth-grade students performing at the Basic level should demonstrate an understanding of the overall meaning of what they read. When reading text appropriate for fourth-graders, they should be able to make relatively obvious connections between the text and their own experiences and extend the ideas in the text by making simple inferences. • Proficient (238-267) • 4th grade students performing at the Proficient level should be able to demonstrate an overall understanding of the text, providing inferential as well as literal information. When reading text appropriate to 4th grade, they should be able to extend the ideas in the text by making inferences, drawing conclusions, and making connections to their own experiences. The connections between the text and what the student infers should be clear. • Advanced (268-500) • 4th grade students performing at the Advanced level should be able to generalize about topics in the reading selection and demonstrate an awareness of how authors compose and use literary devices. When reading text appropriate to 4th grade, they should be able to judge texts critically and, in general, give thorough answers that indicate careful thought.

  25. READING FRAMEWORK • Grade 8 Achievement Levels • Basic (243-280) • Eighth-grade students performing at the Basic level should demonstrate a literal understanding of what they read and be able to make some interpretations. When reading text appropriate to eighth grade, they should be able to identify specific aspects of the text that reflect overall meaning, extend the ideas in the text by making simple inferences, recognize and relate interpretations and connections among ideas in the text to personal experience, and draw conclusions based on the text. • Proficient (281-322) • Eighth-grade students performing at the Proficient level should be able to show an overall understanding of the text, including inferential as well as literal information. When reading text appropriate to eighth grade, they should be able to extend the ideas in the text by making clear inferences from it, by drawing conclusions, and by making connections to their own experiences—including other reading experiences. Proficient eighth-graders should be able to identify some of the devices authors use in composing text. • Advanced (323-500) • Eighth-grade students performing at the Advanced level should be able to describe the more abstract themes and ideas of the overall text. When reading text appropriate to eighth grade, they should be able to analyze both meaning and form and support their analyses explicitly with examples from the text; they should be able to extend text information by relating it to their experiences and to world events. At this level, student responses should be thorough, thoughtful, and extensive.

  26. PERCENT OF STUDENTS AT THE ADVANCED ACHIEVEMENT LEVEL

  27. PERCENT OF STUDENTS AT OR ABOVE THE PROFICIENT ACHIEVEMENT LEVEL

  28. PERCENT OF STUDENTS AT THE ADVANCED ACHIEVEMENT LEVEL

  29. PERCENT OF STUDENTS AT OR ABOVE THE PROFICIENT ACHIEVEMENT LEVEL

  30. WASHINGTON PARTICIPATION

  31. 2008 ASSESSMENTS • LONG TERM TREND • 9 YEAR OLDS – 8 SCHOOLS • JANUARY 2008 • 13 YEAR OLDS – 8 SCHOOLS • NOVEMBER 2007 • 17 YEAR OLDS – 11 SCHOOLS • APRIL – MAY 2008

  32. 2008 ASSESSMENTS • FIELD TEST • GRADE 4 – 13 SCHOOLS • JANUARY – MARCH 2008 • GRADE 8 – 18 SCHOOLS • JANUARY – MARCH 2008 • GRADE 12 – 7 SCHOOLS • FEBRUARY 2008

  33. 2008 ASSESSMENTS • ARTS • GRADE 8 – 4 SCHOOLS • FEBRUARY 2008 • SPECIAL STUDIES • SCIENCE INTERACTIVE COMPUTER TEST • HANDS ON SCIENCE TEST

  34. STATE STUDIES STATE INCLUSION RATES STATE MAPPING

  35. TOOLS AND RESOURCES • NAEP DATA EXPLORER • Explore state and national assessment results and surveys • http://nces.ed.gov/nationsreportcard/nde • NAEP QUESTIONS TOOL • Bank of released items with national and state results by item • http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp • NAEP REPORT CARD SITE • EXPLORE 2007 STATE AND NATIONAL RESULTS IN READING AND MATHEMATICS • http://nationsreportcard.gov/

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