Science Indicators from National Assessment and Other Sources. National Assessment of Educational Progress. Part 2: Analysis of National Assessment Results and Related Data. Final Report

This study investigated ways of making present and past results of the National Assessment of Educational Progress (NAEP) and other data sources maximally useful as science indicators and to recommend possible changes in instrumentation and procedures that may enhance future NAEP surveys for these p...

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Bibliographic Details
Main Author Hilton, Thomas L
Format Report
LanguageEnglish
Published 01.10.1985
Subjects
Advanced Placement
Educational Assessment
Elementary Secondary Education
Mathematics Education
Science Education
Scores
Test Interpretation
Test Results
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Summary:This study investigated ways of making present and past results of the National Assessment of Educational Progress (NAEP) and other data sources maximally useful as science indicators and to recommend possible changes in instrumentation and procedures that may enhance future NAEP surveys for these purposes. Primary emphasis was given to reviewing published and unpublished reports that have resulted from the national assessment and the frequent special data collections which have also resulted from it, as well as on integrating the findings into tables and text of special relevance to the 1984 edition of "Science Indicators." In addition, the report files and test score files of the National Teacher Examinations (NTE) were examined for similar evidence and results that may confirm or disconfirm the NAEP results. Other data sources (such as the Educational Testing Service Advanced Placement Program) were also examined. Results and recommendations are reported and discussed separately for national assessment, national teacher examinations, advanced placement scores, and for other data sources. One recommendation (related to NAEP) is that all scales purporting to measuring the same concept should be on a common scale. Among the findings is that the NTE data filed proved to be of limited value as a source of science indicators. (JN)