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| Titel: |
Contention and Consensus: The Development of the 1992 National Assessment of Educational Progress in Reading |
| Auteur: |
Bruce, Bertram Osborn, Jean Commeyras, Michelle |
| Verschenen in: |
Educational assessment |
| Paginering: | Jaargang 1 (1993) nr. 3 pagina's 225-253 |
| Jaar: |
1993-07-01 |
| Inhoud: |
Because of plans for state-by-state reporting of 1992 reading data from the National Assessment of Educational Progress (NAEP), we investigated the adequacy of the process used to develop the assessment, the degree to which it represents a consensus among professionals in the reading field, and its content and curricular validity. To carry out this investigation, we analyzed documents produced by NAEP, convened a 2-day panel of experts, held two public colloquia, conducted 50 interviews, and analyzed responses to a questionnaire completed by 627 leading educators. We found that the planning process did not include enough time to address some major concerns of the field. Despite this, there was widespread agreement that the 1992 NAEP in Reading represents important advances in reading assessment, including more open-ended responses, more authentic texts, and student choice about passages. But these very advances raise problems for test design and the interpretation and scoring of student responses. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 2 van 4 gevonden artikelen
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