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▼a 371.260973
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▼a National Academies of Sciences, Engineering, and Medicine (U.S.).
▼b Committee on the Evaluation of NAEP Achievemjent Levels for Mathematics and Reading. |
| 245 | 10 |
▼a Evaluation of the achievement levels for mathematics and reading on the National Assessment of Educational Progress /
▼c Committee on the Evaluation of NAEP Achievemjent Levels for Mathematics and Reading. |
| 260 | |
▼a Washington, DC :
▼b the National Academies Press,
▼c [2017]. |
| 300 | |
▼a 1 online resource (xvi, 272 pages) :
▼b color illustrations |
| 336 | |
▼a text
▼b txt
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▼a online resource
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▼a Includes bibliographical references (pages 249-260). |
| 505 | 0 |
▼a Introduction -- Setting achievement levels: history -- Setting achievement levels: NAEPs process -- Reliability of the achievement levels -- Validity of the achievement levels -- Interpretations and uses of NAEP achievement levels -- Setting new standards: consideration -- Conclusions and recommendations -- References -- Appendix A; Agenda for public forum -- Appendix B: Biographical sketches of Committee members and staff. |
| 520 | 1 |
▼a "Since 1969, the National Assessment of Educational Progress (NAEP) has been providing policymakers, educators, and the public with reports on academic performance and progress of the nation's students. The assessment is given periodically in a variety of subjects: mathematics, reading, writing, science, the arts, civics, economics, geography, U.S. history, and technology and engineering literacy. NAEP is given to representative samples of students across the U.S. to assess the educational progress of the nation as a whole. Since 1992, NAEP results have been reported in relation to three achievement levels: basic, proficient, and advanced. However, the use of achievement levels has provoked controversy and disagreement, and evaluators have identified numerous concerns. 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"--Publisher's description. |
| 588 | 0 |
▼a Title from PDF title page (National Academies Press, viewed April 26, 2017). |
| 590 | |
▼a Added to collection customer.56279.3 - Master record variable field(s) change: 072 |
| 610 | 20 |
▼a National Assessment of Educational Progress (Project) |
| 610 | 27 |
▼a National Assessment of Educational Progress (Project)
▼2 fast
▼0 (OCoLC)fst00536241 |
| 650 | 0 |
▼a Mathematics
▼z United States
▼x Evaluation. |
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▼a Reading
▼z United States
▼x Evaluation. |
| 650 | 7 |
▼a Mathematics
▼x Evaluation.
▼2 fast
▼0 (OCoLC)fst01012187 |
| 650 | 7 |
▼a Reading
▼x Evaluation.
▼2 fast
▼0 (OCoLC)fst01090644 |
| 650 | 7 |
▼a EDUCATION / Administration / General
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▼a EDUCATION / Organizations & Institutions
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| 651 | 7 |
▼a United States.
▼2 fast
▼0 (OCoLC)fst01204155 |
| 655 | 4 |
▼a Electronic books. |
| 700 | 1 |
▼a Koenig, Judith A.,
▼e editor. |
| 700 | 1 |
▼a Edley, Christopher F.,
▼d 1953-,
▼e editor. |
| 776 | 08 |
▼i Print version:
▼t Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress
▼z 9780309438179
▼w (OCoLC)953806000 |
| 856 | 40 |
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