Mathematics Framework for the 2005 National Assessment of Educational Progress
Saved in:
| Title: | Mathematics Framework for the 2005 National Assessment of Educational Progress |
|---|---|
| Language: | English |
| Authors: | Howe, Roger, Scheaffer, Richard, Lindquist, Mary, National Assessment Governing Board, Washington, DC., Council of Chief State School Officers, Washington, DC. |
| Source: | US Department of Education. 2004. |
| Availability: | ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). |
| Peer Reviewed: | N |
| Page Count: | 92 |
| Publication Date: | 2004 |
| Document Type: | Reports - Evaluative |
| Descriptors: | National Competency Tests, Student Evaluation, Mathematics Achievement, Test Items, Testing, Scoring Rubrics |
| Abstract: | This document contains the framework and a set of recommendations for the 2005 NAEP mathematics assessment. It includes descriptions of the mathematical content of the test, the types of test questions, and recommendations for administration of the test. In broad terms, this framework attempts to answer the question: What mathematics should be assessed in 2005 on NAEP? The answer to this question must necessarily take into account the constraints of a large-scale assessment such as NAEP, with its limitations on time and resources. Of critical importance is the fact that this document does not attempt to answer the question: What mathematics should be taught (or how)? This is an assessment framework, not a curriculum framework. It was developed with the understanding that some concepts, skills, and activities in school mathematics are not suitable to be assessed on NAEP, even though they may be important components of a school curriculum. Appended are: (1) NAEP Mathematics Achievement Level Descriptions; (2) Mathematical Complexity Items Scoring Guide; and (3) NAEP Mathematics Project Staff and Committees. |
| Abstractor: | ERIC |
| Number of References: | 24 |
| Entry Date: | 2005 |
| Accession Number: | ED486473 |
| Database: | ERIC |
Be the first to leave a comment!
