Bibliografias temáticas / National Assessment of Educational Progress (NAEP)

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Literatura científica selecionada sobre o tema "National Assessment of Educational Progress (NAEP)"

Autor: Grafiati

Publicado: 25 de julho de 2024

Última modificação: 31 de julho de 2024

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Artigos de revistas sobre o assunto "National Assessment of Educational Progress (NAEP)"

Beaton, Albert E., e Rebecca Zwick. "Chapter 1: Overview of the National Assessment of Educational Progress". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 95–109. http://dx.doi.org/10.3102/10769986017002095.

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This chapter gives an overview of the design and the statistical and psychometric analysis methods developed for use in the National Assessment of Educational Progress (NAEP). For more than 20 years, NAEP has provided information about the educational achievements of students in American schools. In recent years, NAEP has been gaining in prominence and has also been growing bigger and more complex. In 1990, an assessment of individual states was added to NAEP. Also, it is anticipated that the legislation that prohibits NAEP from reporting district and school results may be removed and that NAEP may return to annual rather than biennial assessments. In addition, future assessments will involve a larger number of innovative items, such as questions for which students must produce their own answers rather than selecting among specified options, tasks in which students are asked to read aloud, and portfolios that consist of classroom work produced over a period of time. NAEP’s never-ending growth and evolution continue to provide new technological challenges to its statisticians and psychometricians.

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Silver, Edward A., e Patricia Ann Kenney. "Brief Reports: An Examination of Relationships between the 1990 NAEP Mathematics Items for Grade 8 and Selected Themes from the NCTM Standards". Journal for Research in Mathematics Education 24, n.º 2 (março de 1993): 159–67. http://dx.doi.org/10.5951/jresematheduc.24.2.0159.

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For about 20 years, the National Assessment of Educational Progress (NAEP) has reported on the status and progress of U.S. educational achievement in a variety of subject areas, including mathematics (Mullis, 1990). The 1990 NAEP mathematics assessment, which was the fifth in this subject area, was different from the previous four assessments in some important ways. For example, the 1990 NAEP assessment was the first NAEP for which it was possible to report state-level results for those states willing to participate. In fact. the 1990 NAEP consisted of two tests: one given to a national sample at grades 4, 8, and 12 as in prior assessments, and the other given only at grade 8 to a different sample drawn specifically for the stateby-state reporting of results.

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Ferrara, Steven F., e Stephen J. Thornton. "Using NAEP for Interstate Comparisons: The Beginnings of a “National Achievement Test” and “National Curriculum”". Educational Evaluation and Policy Analysis 10, n.º 3 (setembro de 1988): 200–211. http://dx.doi.org/10.3102/01623737010003200.

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Current plans to use National Assessment of Educational Progress (NAEP) results to compare and rank states may lead to a perception of NAEP as a “national achievement test” representing a “national curriculum.” The coherence of local curricula can be either enhanced or damaged if NAEP assessments are used to compare states. NAEP procedures should be reformulated to (a) preserve and enhance curriculum coherence and encourage instructional improvement and achievement; (b) include extensive participation of local and state educators; and (c) clarify the links between NAEP content and local curricula

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Rust, Keith F., e Eugene G. Johnson. "Chapter 2: Sampling and Weighting in the National Assessment". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 111–29. http://dx.doi.org/10.3102/10769986017002111.

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This chapter describes procedures for obtaining the National Assessment of Educational Progress (NAEP) student samples used in the national and state assessments and for deriving survey weights for use in the analysis of the survey data. Following the description of general procedures, more detailed discussion is included about several issues that relate to the procedures used. In some cases, these involve procedures that NAEP is actively reviewing and investigating, with a view toward implementing improvements in the future. In other cases, the procedures, although well established in NAEP, involve technical aspects with interesting features not fully described in the available technical reports.

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Zwick, Rebecca. "Chapter 7: Statistical and Psychometric Issues in the Measurement of Educational Achievement Trends: Examples From the National Assessment of Educational Progress". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 205–18. http://dx.doi.org/10.3102/10769986017002205.

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Like all studies involved in the assessment of trends in educational performance, the National Assessment of Educational Progress (NAEP) is confronted with an array of unresolved methodological and philosophical issues. One of the basic dilemmas faced by NAEP is how to measure performance change while remaining responsive to advances in curriculum and the technology of assessment. NAEP has become much more cautious about making seemingly insubstantial changes in the assessment because of the so-called NAEP reading anomaly—an apparently steep drop between 1984 and 1986 in estimated reading proficiency that was found to have resulted in part from changes in the order and context in which items appeared. Other issues that NAEP must consider in reporting performance trends are the effect of measurement scale indeterminacies and the ways in which interpretation of trend results can depend on the statistics that are selected for comparing proficiency distributions over time.

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Kloosterman, Peter, Zachary Rutledge e Patricia Ann Kenney. "Research, Reflection, Practice: A Generation of Progress: Learning from NAEP". Teaching Children Mathematics 15, n.º 6 (fevereiro de 2009): 363–69. http://dx.doi.org/10.5951/tcm.15.6.0363.

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Often referred to as “The Nation's Report Card,” the National Assessment of Educational Progress (NAEP) was designed in the 1960s as a tool for monitoring precollege student performance in various subject areas. The original design included assessment of nine-, thirteen-, and seventeen-year-old students. The first mathematics assessment was completed in 1973 with additional mathematics assessments following at two- to fouryear intervals. In contrast to assessments like the SAT, which are usually taken by college-bound students only, NAEP is given to a sampling of all students across the United States regardless of ability or aspiration. As such, it is the best available measure of mathematics achievement for the nation as a whole (Kenney and Kloosterman 2007).

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Rock, Donald A., e Jennifer Nelson. "Chapter 8: Applications and Extensions of NAEP Concepts and Technology". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 219–32. http://dx.doi.org/10.3102/10769986017002219.

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The National Assessment of Educational Progress (NAEP) has consistently pioneered new assessment methods in conjunction with developing the psychometric methodologies underlying them. Several NAEP developments—such as complex matrix item sampling designs, the introduction of performance-based items in large-scale assessments, vertical scaling, and an intelligent computer system that produces unique assessment reports for participating jurisdictions in the NAEP Trial State Assessment program—are presented in this chapter along with a discussion of their extensions and applications to other current and future assessment projects.

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Thomas, Neal. "Assessing Model Sensitivity of the Imputation Methods Used in the National Assessment of Educational Progress". Journal of Educational and Behavioral Statistics 25, n.º 4 (dezembro de 2000): 351–71. http://dx.doi.org/10.3102/10769986025004351.

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The National Assessment of Educational Progress (NAEP) uses latent trait item response models to summarize performance of students on assessments of educational proficiency in different subject areas such as mathematics and reading. Because of limited examination time and concerns about student motivation. NAEP employs sparse matrix sampling designs that assign a small number of examination items to each sampled student to measure broad curriculums. As a consequence, each sampled student’s latent trait is not accurately measured, and NAEP uses multiple imputation missing data statistical methods to account for the uncertainty about the latent traits. The sensitivity of these model-based estimation and reporting procedures to statistical and psychometric assumptions is assessed. Estimation of the mean of the latent trait train different subpopulations was very robust to the modeling assumptions. Many of the other currently reported summaries, however; may depend on the modeling assumptions underlying the estimation procedures; these assumptions, motivated primarily by analytic tractability, are unlikely to attain, raising concerns about current reporting practices. The results indicate that more conservative criteria should be considered when forming intervals about estimates, and when assessing significance. A possible expansion of the imputation model is suggested that may improve its performance.

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Cho, Young-Mi. "A Study on Mathematics Frameworks of National Assessment Educational Progress in the United States". Journal of Curriculum and Evaluation 7, n.º 1 (junho de 2004): 107–30. http://dx.doi.org/10.29221/jce.2004.7.1.107.

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Walcott, Crystal, Doris Mohr e Peter Kloosterman. "Looking at NAEP and the Standards through the Same Lens". Mathematics Teaching in the Middle School 17, n.º 9 (maio de 2012): 516–18. http://dx.doi.org/10.5951/mathteacmiddscho.17.9.0516.

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Teses / dissertações sobre o assunto "National Assessment of Educational Progress (NAEP)"

Bamat, David. "AComparison of Methods for Estimating State Subgroup Performance on the National Assessment of Educational Progress:". Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109082.

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Thesis advisor: Henry Braun
The State NAEP program only reports the mean achievement estimate of a subgroup within a given state if it samples at least 62 students who identify with the subgroup. Since some subgroups of students constitute small proportions of certain states’ general student populations, these low-incidence groups of students are seldom sufficiently sampled to meet this rule-of-62 requirement. As a result, education researchers and policymakers are frequently left without a full understanding of how states are supporting the learning and achievement of different subgroups of students.Using grade 8 mathematics results in 2015, this dissertation addresses the problem by comparing the performance of three different techniques in predicting mean subgroup achievement on NAEP. The methodology involves simulating scenarios in which subgroup samples greater or equal to 62 are treated as not available for calculating mean achievement estimates. These techniques comprise an adaptation of Multivariate Imputation by Chained Equations (MICE), a common form of Small Area Estimation known as the Fay-Herriot model (FH), and a Cross-Survey analysis approach that emphasizes flexibility in model specification, referred to as Flexible Cross-Survey Analysis (FLEX CS) in this study. Data used for the prediction study include public-use state-level estimates of mean subgroup achievement on NAEP, restricted-use student-level achievement data on NAEP, public-use state-level administrative data from Education Week, the Common Core of Data, the U.S. Census Bureau, and public-use district-level achievement data in NAEP-referenced units from the Stanford Education Data Archive. To evaluate the accuracy of the techniques, a weighted measure of Mean Absolute Error and a coverage indicator quantify differences between predicted and target values. To evaluate whether a technique could be recommended for use in practice, accuracy measures for each technique are compared to benchmark values established as markers of successful prediction based on results from a simulation analysis with example NAEP data. Results indicate that both the FH and FLEX CS techniques may be suitable for use in practice and that the FH technique is particularly appealing. However, before definitive recommendations are made, the analyses from this dissertation should be conducted employing math achievement data from other years, as well as data from NAEP Reading
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation

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Curry, Daphney Leann. "The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep)". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500054/.

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This study investigated the effects of teacher background variables on fourth grade reading achievement data collected from the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (NAEP) using a causal-comparative research design. Teacher quality variables related to teacher credentials, instructional methods, training, and support were selected from the NAEP background questionnaire. Descriptive and inferential statistical analyses were used to examine teacher background information and fourth grade reading NAEP scaled scores using measures of central tendency, independent t-tests, analysis of variance, and Tukey’s HSD post hoc analysis. Findings suggest that certain teacher quality variables positively impact fourth grade reading achievement. Significant differences existed among fourth grade reading scaled scores for the following variables: teaching credentials [region (p < .05), traditional preparation route (p < .001), highest degree earned(p < .05), years of experience (p < .001)]; instructional methods [reading aloud by students (p < .01), questioning character motives (p < .01), student selection of reading materials (p < .001), explaining/supporting text (p < .05), identifying main theme (p < .001), time spent on reading (p < .001), primary language arts integration (p < .05)]; teacher support [instructional grade level support/technical assistance by reading specialist (p < .05) and mentoring (p < .05)]. This study expands the current literature on teacher quality by exploring the effects of teacher variables on reading achievement.

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Rindermann, Heiner, e Stefan Pichelmann. "Future Cognitive Ability: US IQ Prediction until 2060 Based on NAEP". Universitätsbibliothek Chemnitz, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-188067.

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The US National Assessment of Educational Progress (NAEP) measures cognitive competences in reading and mathematics of US students (last 2012 survey N = 50,000). The long-term development based on results from 1971 to 2012 allows a prediction of future cognitive trends. For predicting US averages also demographic trends have to be considered. The largest groups’ (White) average of 1978/80 was set at M = 100 and SD = 15 and was used as a benchmark. Based on two past NAEP development periods for 17-year-old students, 1978/80 to 2012 (more optimistic) and 1992 to 2012 (more pessimistic), and demographic projections from the US Census Bureau, cognitive trends until 2060 for the entire age cohort and ethnic groups were estimated. Estimated population averages for 2060 are 103 (optimistic) or 102 (pessimistic). The average rise per decade is dec = 0.76 or 0.45 IQ points. White-Black and White-Hispanic gaps are declining by half, Asian-White gaps treble. The catch-up of minorities (their faster ability growth) contributes around 2 IQ to the general rise of 3 IQ; however, their larger demographic increase reduces the general rise at about the similar amount (-1.4 IQ). Because minorities with faster ability growth also rise in their population proportion the interactive term is positive (around 1 IQ). Consequences for economic and societal development are discussed.

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Gordon, II William. "A Comparison of Eighth Grade Reading Scores by State and By the Four Census-Defined Regions Identified by NAEP". Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2308.

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This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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Fischer, Stefanie Jane. "Human capital accumulation among Native Americans an empirical analysis of the national assessment of educational progress /". Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/fischer/FischerS0509.pdf.

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Native Americans have low levels of human capital accumulation. In 2005, only 21% scored at the proficient level on the NAEP math test compared with 37% of all other test takers. One cause of their low human capital accumulation may be factors that commonly explain low academic performance among other minority groups within the United States, such as school quality and family background. Alternatively, Native American students may perform low academically due to factors that are unique to this population such as living on Native land or the political institutions that govern them. This paper will empirically examine Native American students' human capital accumulation decisions. Using data from the National Assessment of Educational Progress (NAEP), I find Native American students residing on Native land score 1/4 of a standard deviation lower on the math assessment than Native American students living off Native land, with no other controls added. After controlling for other area characteristics, family background, peer effects and school resources, the effect of living on Native land is not statistically significant in explaining test scores. Family background and peer effects explain most of the variation in Native American students' human capital accumulation decision. Students who identify with the white peer group score 1/5 of a standard deviation higher than students who identify with the Native American peer group. Although legal institutions do not explain student test scores, they do appear to affect students' attendance. Students living in areas under tribal jurisdiction are 13% more likely to miss a week or more of school in a month, ceteris paribus.

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Dyer, Kathryn B. "A comparison of eighth grade reading proficiency on state assessments with the National Assessment of Educational Progress". Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4884.

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The National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed the extent to which a relationship existed for subgroups (race/ethnicity, English Language Learners, low socioeconomic status, and students with disabilities) and while controlling for census regions. It was found that a predictive relationship does exist between state and NAEP proficiency percentages for eighth grade students who took these reading assessments in 2009. The correlations between the variables were consistently high; however, the relationships were not significant for all subgroups nor for all census regions. It was determined that NAEP and state assessment proficiency percentages are not well suited to direct comparisons. Recommendations for practice included the development of nationwide common assessments, standards, and proficiency scales.
ID: 029809249; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 296-302).
Ed.D.
Doctorate
Educational Research, Technology, and Leadership
Education

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Wareham, Kenneth L. "Hand-Held Calculators And Mathematics Achievement: What the 1996 National Assessment Of Educational Progress Eighth-Grade Mathematics Exam Scores Tell Us". DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/6225.

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The purpose of this study was to analyze the 1996 National Assessment of Educational Progress data to identify the relationship between calculator use and student performance on the National Assessment of Educational Progress Mathematics Assessment. This general purpose includes several sub issues. In addition to being interested in the overall relationship between use and National Assessment of Educational Progress achievement (including the effort to control for spurious factors), this study examined the contextual factors that moderate the impact of calculator use. Similarly, it analyzed the relationship between calculator use and student performance on calculator-allowed and calculator-restricted items, as well as the ability of students to recognize whether the use of a calculator was appropriate when responding to a math problem. Findings indicate that significant differences in achievement exist between students who regularly use calculators and those who do not use calculators. Even when controlling for various contextual factors that moderated this relationship (e.g., gender, socioeconomic status, parents' level of education, students' National Assessment of Educational Progress achievement level), it was found that the more frequently students use a calculator the higher their scores tend to be. The results also show that when not allowed to use calculators, the more frequent calculator users continue to score higher than those who do not use calculators. Finally, using calculators does not automatically equate to calculator dependence, and, in fact, the more often students use a calculator the more adept they are at applying it properly and withholding it when inappropriate. Based on the findings of this study, the use of a calculator in mathematics classes should improve students' ability to learn mathematical concepts and apply calculator technology in an appropriate manner when solving mathematical problems.

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Yeigh, Maika J. "Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1786.

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Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.

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Lea, Jemimah. "Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress". Thesis, 2013. http://hdl.handle.net/1969.1/149581.

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The purpose of this study was to provide an exploratory analysis of African American females achievement on the National Assessment of Educational Progress (NAEP) within the years 1996 through 2012 across academic contents and grade levels. To conduct this analysis, four questions were posed: 1) What is the academic achievement trend of African American females on the mathematics, reading, U.S. history, science, and visual and performing arts NAEP within the years 1996 through 2012? 2) How does African American female achievement proficiency differ across grade levels on the NAEP in mathematics, reading, science, and U.S. history in 2009? 3) How does the academic achievement of African American females compare to the academic achievement of African American males in core content areas (mathematics and reading) on the NAEP? and 4)How does African American females academic achievement compare to the academic achievement of their female counterparts on core content areas (mathematics, science, U.S. history, reading, visual arts and music) on the NAEP within the years 1996 through 2012? The results of this study are: 1. African American females’ achievement trends mirrored the combined trends of all other populations; however, their scores were well below the other subgroups (Asian, White and Hispanic female students.) 2. African American females outperformed African American males in mathematics and reading. 3. More than 35% African American female students fail to meet the basic level of proficiency in all grades tested in every content area. Moreover, less than 3% of the African American female students scored at the advanced level in any subject or grade level. 4. The current practices are maintaining rather than closing the gaps between African American female performance and other students. African American female student score disparities in all other areas ranged from 1 point to 40 points. The data suggest that preteen and teenage years are important for African American female proficiency. It is recommended that African American female students, their parents, educational professionals, and researchers address the seriousness of the low performance of African American female achievement and institute policies, programs and practices to address their academic needs

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Tavani, Christopher M. Losh Susan Carol. "The impact of testing accommodations on students with learning disabilities an investigation of the 2000 NAEP Mathematics Assessment /". 2004. http://etd.lib.fsu.edu/theses/available/etd-04082004-093303.

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Thesis (Ph. D.)--Florida State University, 2004.
Advisor: Dr. Susan Carol Losh, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

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Livros sobre o assunto "National Assessment of Educational Progress (NAEP)"

National Center for Education Statistics, ed. National Assessment of Educational Progress: NAEP. [Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, 1999.

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National Center for Education Statistics., ed. National Assessment of Educational Progress: NAEP. [Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, 1999.

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National Center for Education Statistics., ed. National Assessment of Educational Progress: NAEP. [Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, 1999.

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National Center for Education Statistics., ed. National Assessment of Educational Progress: NAEP. [Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, 1999.

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United States. National Assessment Governing Board., ed. NAEP assessment frameworks. Washington, D.C. (800 North Capitol St., NW, Suite 825, Washington 20002): National Assessment Governing Board, 1995.

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Educational Resources Information Center (U.S.), ed. Issues concerning a national assessment of civics: National Assessment of Educational Progress, NAEP. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1995.

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White, Sheida. Overview of NAEP assessment frameworks. [Washington, D.C.]: U.S. Dept, of Education, Office of Educational Research and Improvement, 1994.

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Beaton, Albert E. The NAEP primer. Chestnut Hill, MA: Center for the Study of Testing, Evaluation, and Educational Policy, 1995.

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National Center for Education Statistics, ed. NAEP: Year-at-a-glance 2001. 2^a ed. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 2002.

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L, Kline Debra, Zelenak Christine A, Bay Luz, Educational Testing Service e National Center for Education Statistics, eds. The NAEP 1994 technical report. Washington, D.C: The Center, 1997.

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Capítulos de livros sobre o assunto "National Assessment of Educational Progress (NAEP)"

Neidorf, Teresa, e Michael Sheehan. "National Assessment of Educational Progress (NAEP)". In Encyclopedia of Science Education, 1–9. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_67-2.

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Salganik, Laura Hersh, e Enis Dogan. "National Assessment of Educational Progress (NAEP)". In Encyclopedia of Quality of Life and Well-Being Research, 4244–46. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1899.

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Neidorf, Teresa, e Michael Sheehan. "National Assessment of Educational Progress (NAEP)". In Encyclopedia of Science Education, 687–94. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_67.

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Hambleton, Ronald K. "National Assessment of Educational Progress (NAEP)". In Encyclopedia of Cross-Cultural School Psychology, 653–54. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_274.

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Salganik, Laura Hersh, e Enis Dogan. "National Assessment of Educational Progress (NAEP)". In Encyclopedia of Quality of Life and Well-Being Research, 1–3. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-69909-7_1899-2.

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Salganik, Laura Hersh, e Enis Dogan. "National Assessment of Educational Progress (NAEP)". In Encyclopedia of Quality of Life and Well-Being Research, 4577–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_1899.

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Aitkin, Murray, e Irit Aitkin. "Analysis of the 2005 NAEP Math Survey – Texas". In Statistical Modeling of the National Assessment of Educational Progress, 87–98. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9937-5_7.

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Aitkin, Murray, e Irit Aitkin. "Analysis of the 2005 NAEP Math Survey – California". In Statistical Modeling of the National Assessment of Educational Progress, 99–109. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9937-5_8.

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Aitkin, Murray, e Irit Aitkin. "Model-Based Analysis of the 1986 NAEP Math Survey". In Statistical Modeling of the National Assessment of Educational Progress, 63–76. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9937-5_5.

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Walker, David A., e Shereeza F. Mohammed. "Predicting Group Membership using National Assessment of Educational Progress (NAEP) Mathematics Data". In Quality Research in Literacy and Science Education, 323–35. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8427-0_16.

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Trabalhos de conferências sobre o assunto "National Assessment of Educational Progress (NAEP)"

BOSTAN, Carmen-Gabriela, e Mihail CALALB. "Using open educational resources in physics". In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p364-370.

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In the context of recent years, distance learning has acquired new values, being predominant in times of crisis. In addition, today’s society connects in the virtual environment, experiencing a true digital revolution in all fields. Given this progress, school education must adapt. Digital platforms flood the educational market and provide teachers with tools for creating interactive digital content, assessment tests as well as communication interfaces between educational actors, and open educational materials become accessible to all. Teachers can develop or customize intelligent content according to school curricula. In Romania, through the national CRED project, a free digital library with open educational resources for primary and secondary education was created, which makes video content available to teachers and students. This article presents the website „Fizica, gimnaziu” (physics, middle school), where you can find the resources developed for grades VI - VIII, as well as the creation of an interactive lesson through the Genially application. Using digital resources makes it easier to create personalized learning experiences for students. The use of technology in education could bring some benefits, such as: an engaging learning environment; interactive laboratories, experimental data processing, interactive assessment, address different learning styles; makes learning at your own pace possible.

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L. Ekiel-Jeżewska, Maria. "The System of Learning and Teaching Organized by the Polish Commission of the National Education (1773-94)". In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100376.

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In a successfully developing system, goal, principles and processes are coupled with each other and with a continuous increase of knowledge. Analyzing these relations, Wilson, Barsky and Daviss (1996-2000) proposed universal criteria to assess progress of systemic changes. These criteria can be applied to develop\pment of a modern technology or science, as well as to education reforms. The goal of this work is to apply these criteria to analyze effectiveness of the system of learning and teaching created by the Polish Commission of the National Education (KEN). It has been shown (Ekiel-Jeżewska, 2012) how the overarching goal of education, economical and political development of Poland, was consistent with the KEN basic principles: common goals, freedom and autonomy, ownership of accumulated knowledge. We have demonstrated how KEN kept alive the six processes inherent to successful system reforms: knowledge accumulation, sustained professional development within a recognized hierarchy of practitioner's expertise and transmission of this expertise to others, design of complex entities, improvement of quality, diffusion of innovations, and redesign. In this way, we have provided an example how a similar assessment can be performed for modern educational initiatives, programs, systems and reforms, in contrast to common evaluation of individual teachers and students. Following the best Polish educational tradition, we have reminded that, nowadays, we need to rethink what does it mean to learn and teach productively, and what should be the overarching goal of education in the society of the XXI century.

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Kuleva, Milena. "ONLINE EXAMS AND THE USE OF DISHONEST PRACTICES BY STUDENTS FROM A SPORTS UNIVERSITY". In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/60.

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ABSTRACT Dishonest methods have been part of the educational process and are likely to be in the future. However, technological progress has undoubtedly created several preconditions for unfair methods. Over the years, many studies have been conducted, and some models have been validated to assess unethical methods that evaluate different approaches. The present study investigates whether and to what extent students studying in sports-oriented courses use such methods. A literature study was conducted to summarize current research on the topic and provide a basis for creating a questionnaire for the students of the National Sports Academy “Vassil Levski”. The survey included 89 participants (38 women and 51 men) in a full-time study. The questionnaire was distributed through the National Sports Academy “Vassil Levs-ki” (NSA) professors during the summer examination session. Participation in the survey was optional and only after the end of the student’s examination. The survey was conducted in May-June 2022. The questionnaire was analyzed using Cronbach’s, which showed high-reliability (= .82). Regarding the factors of gender and faculty, no statistically significant differences were found. 30.3% (n=27) of the students responded that they had used a dishonest method and the remaining 69.7% (n=62) declared that they had not used such methods. The most common method is that of using study materials (textbooks) or notes. The following preferred method is “help by a colleague”. A correlation was found for those students who used dishonest methods that they boasted to their colleagues r = .758 ( ≤ .001) and their relatives r = .711( ≤ .001). As a major conclusion, it can be inferred that despite the dishonest methods used by the students, it generally does not lead to their desired assessment and outcome. Using more components to form a student’s final examination grade, such as exam grades from evaluations, assignments, or tests, ensures a more realistic final examination grade in the respective subject.

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Relatórios de organizações sobre o assunto "National Assessment of Educational Progress (NAEP)"

Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.

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