Report
The NAEP Proficiency Scales: Do They Yield Valid Criterion-Referenced Interpretations? Iowa Testing Programs Occasional Papers Number 35, May 1990.
| Τίτλος: | The NAEP Proficiency Scales: Do They Yield Valid Criterion-Referenced Interpretations? Iowa Testing Programs Occasional Papers Number 35, May 1990. |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Forsyth, Robert A., Iowa Testing Programs, Iowa City. |
| Peer Reviewed: | N |
| Page Count: | 29 |
| Ημερομηνία έκδοσης: | 1990 |
| Τύπος εγγράφου: | Reports - Evaluative |
| Descriptors: | Academic Achievement, Achievement Tests, Criterion Referenced Tests, Elementary Secondary Education, Item Response Theory, National Programs, Rating Scales, Test Interpretation, Test Validity, Testing Problems, Testing Programs |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress |
| Περίληψη: | The validity of criterion-referenced interpretations of the proficiency scales of the National Assessment of Educational Progress (NAEP) is discussed. A major goal of the NAEP scales is to describe student achievement in specific content areas from grade 3 (age 9 years) through grade 11 (age 17 years). The numerical values for NAEP scales are intended to be interpreted almost exclusively from a criterion-referenced perspective. The NAEP intends to accomplish the goal of making criterion-referenced interpretations of examinee scores through the use of item response theory methodology. The basis for classifying an item at a proficiency level is the estimated probability of success of examinees at different proficiency levels. The implications for criterion-referenced interpretations are discussed in the context of the Science Proficiency Scale (SPS). Problems with interpreting SPS results are due to the following factors: (1) the science domain is not well defined; (2) it is doubtful that learning in this domain proceeds through an orderly sequence; (3) the number of test items that could be developed is virtually unlimited; and (4) many problems are generated by the interactions between the examinee's past experiences and item content. The NAEP mathematics, reading, and history scales are also reviewed. It is suggested that the NAEP proficiency scales do not yield valid criterion-referenced interpretations. Four figures illustrate the discussion. A 27-item list of references is included. (SLD) |
| Entry Date: | 1991 |
| Αριθμός Καταχώρησης: | ED324352 |
| Βάση Δεδομένων: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED324352 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED324352 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The NAEP Proficiency Scales: Do They Yield Valid Criterion-Referenced Interpretations? Iowa Testing Programs Occasional Papers Number 35, May 1990. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Forsyth%2C+Robert+A%2E%22">Forsyth, Robert A.</searchLink><br /><searchLink fieldCode="AR" term="%22Iowa+Testing+Programs%2C+Iowa+City%2E%22">Iowa Testing Programs, Iowa City.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 29 – Name: DatePubCY Label: Publication Date Group: Date Data: 1990 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Evaluative – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Criterion+Referenced+Tests%22">Criterion Referenced Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Item+Response+Theory%22">Item Response Theory</searchLink><br /><searchLink fieldCode="DE" term="%22National+Programs%22">National Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Interpretation%22">Test Interpretation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Problems%22">Testing Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Programs%22">Testing Programs</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22National+Assessment+of+Educational+Progress%22">National Assessment of Educational Progress</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The validity of criterion-referenced interpretations of the proficiency scales of the National Assessment of Educational Progress (NAEP) is discussed. A major goal of the NAEP scales is to describe student achievement in specific content areas from grade 3 (age 9 years) through grade 11 (age 17 years). The numerical values for NAEP scales are intended to be interpreted almost exclusively from a criterion-referenced perspective. The NAEP intends to accomplish the goal of making criterion-referenced interpretations of examinee scores through the use of item response theory methodology. The basis for classifying an item at a proficiency level is the estimated probability of success of examinees at different proficiency levels. The implications for criterion-referenced interpretations are discussed in the context of the Science Proficiency Scale (SPS). Problems with interpreting SPS results are due to the following factors: (1) the science domain is not well defined; (2) it is doubtful that learning in this domain proceeds through an orderly sequence; (3) the number of test items that could be developed is virtually unlimited; and (4) many problems are generated by the interactions between the examinee's past experiences and item content. The NAEP mathematics, reading, and history scales are also reviewed. It is suggested that the NAEP proficiency scales do not yield valid criterion-referenced interpretations. Four figures illustrate the discussion. A 27-item list of references is included. (SLD) – Name: DateEntry Label: Entry Date Group: Date Data: 1991 – Name: AN Label: Accession Number Group: ID Data: ED324352 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED324352 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 29 Subjects: – SubjectFull: Academic Achievement Type: general – SubjectFull: Achievement Tests Type: general – SubjectFull: Criterion Referenced Tests Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Item Response Theory Type: general – SubjectFull: National Programs Type: general – SubjectFull: Rating Scales Type: general – SubjectFull: Test Interpretation Type: general – SubjectFull: Test Validity Type: general – SubjectFull: Testing Problems Type: general – SubjectFull: Testing Programs Type: general – SubjectFull: National Assessment of Educational Progress Type: general Titles: – TitleFull: The NAEP Proficiency Scales: Do They Yield Valid Criterion-Referenced Interpretations? Iowa Testing Programs Occasional Papers Number 35, May 1990. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Iowa Testing Programs, Iowa City. – PersonEntity: Name: NameFull: Forsyth, Robert A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Type: published Y: 1990 |
| ResultId | 1 |