Experts Disagree Over What to Include in Revised NAEP

Cavanagh, Sean
November 2005
Education Week;11/2/2005, Vol. 25 Issue 10, p10
The article discusses the disagreement of experts over what is to be included in the revised National Assessment of Educational Progress (NAEP) in the U.S. The NAEP tests representative samples of students in reading, writing, math, and other subjects. Content is periodically revised. The science framework is being revamped for the first time in 15 years. A number of critics contend that the new blueprint outlining the content that students will encounter on the science version of the NAEP places too little emphasis on applying science to technology, engineering, and real-world problem-solving.


Related Articles

  • Links Between Learning Outcomes and Assessment Tools. Detwiler, Timothy; Krider, Diane // Conference Papers -- National Communication Association;2008, p1 

    This chapter will discuss the value and role of curriculum mapping for identifying the alignments between the curriculum and the learning outcomes, highlight some commonly used direct and indirect measurement assessment tools and provide an example of the linkage between program goals, learning...

  • The Learning Improvement Strategies Questionnaire. MacPherson, Reynold; Frielick, Stanley // International Studies in Educational Administration;2001, Vol. 29 Issue 3, p40 

    This paper describes the structure, origins, evolution, validity and reliability, administration, and appropriate uses of the Learning Improvement Strategies Questionnaire (LISQ). The LISQ was designed to monitor the quality of the learning environment of courses (taught units or components of a...

  • Recognizing Writing as the Key To Learning. Howard, James // Education Week;9/5/1984, Vol. 4 Issue 1, p16 

    The article discusses the importance of writing programs as the key to learning in the U.S. educational system. Standardized tests include writing components and test scores that provide information about writing performance of students. A proposal has been made to use and teach writing in...

  • EFFECTS OF CURRICULUM MAPS AND GUIDING QUESTIONS ON THE TEST PERFORMANCE OF ADOLESCENTS WITH LEARNING DISABILITIES. Lenz, B. Keith; Adams, Gary L.; Bulgren, Janis A.; Pouliot, Norman; Laraux, Michelle // Learning Disability Quarterly;Fall2007, Vol. 30 Issue 4, p235 

    Previous research on students with learning disabilities has indicated that they benefit most from explicit instruction. However, few studies have examined how explicit instruction may be translated to the logistical demands associated with large-group instruction in high school general...

  • Grade Retention. David, Jane L. // Educational Leadership;Mar2008, Vol. 65 Issue 6, p83 

    The article focuses on the concept of grade retention in a school system. According to the author, teachers and policymakers have debated on the issue whether struggling students benefit more from repeating a grade or from moving ahead with their same age peers. Under the issue, retention...

  • New Developments in Evaluating Achievement in the High School. Wrightstone, J. Wayne // Education;Dec1950, Vol. 71 Issue 4, p210 

    This article focuses on the developments in evaluating academic achievement of high school students in the U.S. These new developments indicate that the modern teacher and supervisor is concerned with vital functional learning outcomes, skills, and abilities represented in subject-matter tests...

  • Wanted: readers. Barnes, Julian E. // U.S. News & World Report;9/9/2002, Vol. 133 Issue 9, p44 

    Reports on the math and verbal skills of high school students in the United States. Focus on the effort to reverse the trend of so-called dumbing-down in high school English classes, which came from the use of films and multimedia projects instead of reading and writing assignments; Indication...

  • Differential Prediction of Academic Success at Brigham Young University. Stone, Joics B. // Journal of Applied Psychology;Apr54, Vol. 38 Issue 2, p109 

    The article presents a study which examined the differential prediction of academic success at Brigham Young University in Provo, Utah. The author said that the most efficient single predictor of curriculum success was the high school grade-point average (HSGPA). When combined with the American...

  • Resource use and academic performance among first year psychology students. Huon, Gail; Spehar, Branka; Adam, Paul; Rifkin, Will // Higher Education;Jan2007, Vol. 53 Issue 1, p1 

    Multiple questionnaires completed over the semester by 514 students enrolled in a first year psychology course reveal that no single pattern of reliance on print, online, or in-person resources guarantees a high mark. Analyses of the reported and measured frequency of use of various resources...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics