Toward World-Class Standards: A Research Study Linking International and National Assessments.
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| Title: | Toward World-Class Standards: A Research Study Linking International and National Assessments. |
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| Language: | English |
| Authors: | Pashley, Peter J., Phillips, Gary W., Educational Testing Service, Princeton, NJ., Westat, Inc., Rockville, MD., Educational Testing Service, Princeton, NJ. Center for the Assessment of Educational Progress. |
| Availability: | Educational Testing Service, Center for the Assessment of Educational Progress, Rosedale Road, Princeton, NJ 08541-0001. |
| Peer Reviewed: | N |
| Page Count: | 49 |
| Publication Date: | 1993 |
| Sponsoring Agency: | National Science Foundation, Arlington, VA. Office of Educational Research and Improvement (ED), Washington, DC. Carnegie Corp. of New York, NY. |
| Document Type: | Reports - Research |
| Descriptors: | Academic Standards, Elementary Secondary Education, Foreign Countries, Interviews, Mathematics Curriculum, Mathematics Instruction, National Competency Tests, Research Methodology, Student Evaluation, Test Interpretation |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress |
| Abstract: | This study investigates a linking of the 1991 International Assessment of Educational Progress (IAEP) and the 1992 National Assessment of Educational Progress (NAEP) mathematics assessments. Data to allow such a linking were collected in 1992 from students in the United States who were administered both instruments. Modeling was done using a regression analysis and that model was used as the basis for projecting IAEP scores from non-United States countries onto the NAEP scale. This study focuses on the percentage of students from the IAEP countries who were predicted to fall above the three National Assessment Governing Board (NAGB) achievement levels and investigates four sources of error. These sources of error pertain to not having or not knowing: (1) the true relationship between the IAEP and NAEP assessments; (2) results for the entire IAEP population; (3) simple random samples of students; and (4) the true proficiency level of every student. Results of the study were very encouraging. The relationship between the IAEP and NAEP assessments was quite strong and could be modeled well. (Contains 16 references.) (Author/DDR) |
| Entry Date: | 1998 |
| Accession Number: | ED414157 |
| Database: | ERIC |
| Abstract: | This study investigates a linking of the 1991 International Assessment of Educational Progress (IAEP) and the 1992 National Assessment of Educational Progress (NAEP) mathematics assessments. Data to allow such a linking were collected in 1992 from students in the United States who were administered both instruments. Modeling was done using a regression analysis and that model was used as the basis for projecting IAEP scores from non-United States countries onto the NAEP scale. This study focuses on the percentage of students from the IAEP countries who were predicted to fall above the three National Assessment Governing Board (NAGB) achievement levels and investigates four sources of error. These sources of error pertain to not having or not knowing: (1) the true relationship between the IAEP and NAEP assessments; (2) results for the entire IAEP population; (3) simple random samples of students; and (4) the true proficiency level of every student. Results of the study were very encouraging. The relationship between the IAEP and NAEP assessments was quite strong and could be modeled well. (Contains 16 references.) (Author/DDR) |
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