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NAEP Achievement Levels Validity Argument Report

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Title: NAEP Achievement Levels Validity Argument Report
Language: English
Authors: Anne H. Davidson, National Assessment Governing Board, Manhattan Strategy Group (MSG)
Source: National Assessment Governing Board. 2025.
Availability: National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. Tel: 202-357-6938; Fax: 202-357-6945; Web site: http://www.nagb.org
Peer Reviewed: N
Page Count: 86
Publication Date: 2025
Document Type: Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Elementary Education
Grade 4
Intermediate Grades
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Grade 12
High Schools
Descriptors: National Competency Tests, Academic Achievement, Test Validity, College Entrance Examinations, International Assessment, Test Interpretation, Test Use, Grade 4, Grade 8, Grade 12, Mathematics Tests, Reading Tests, Achievement Tests, Foreign Countries, Reading Achievement, State Standards
Geographic Terms: United States
Assessment and Survey Identifiers: National Assessment of Educational Progress, High School Longitudinal Study of 2009 (NCES), Early Childhood Longitudinal Survey, Progress in International Reading Literacy Study
Abstract: The purpose of this National Assessment of Educational Progress (NAEP) Achievement Levels Validity Argument Report is to synthesize evidence currently available to address the validity of the interpretations and uses of the NAEP Achievement Levels. Validity is the extent to which theory and evidence supports or refutes proposed and enacted test score interpretations and uses. This report was conceptualized as one of many activities outlined in an Achievement Levels Work Plan in response to recommendations made by the National Academies of Sciences, Engineering, and Medicine (NASEM) in their independent evaluation of the NAEP Achievement Levels (NASEM, 2017). This report touches on all NAEP subject areas but is primarily focused on the achievement levels associated with reading and mathematics because these subjects were the focus of NASEM's evaluation and are the most frequently assessed subject areas for NAEP. This report outlines accumulated validity evidence that can be used to clarify the appropriate uses and interpretations supported by that evidence, noting common inappropriate uses and interpretations not supported by evidence.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED672655
Database: ERIC
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  Data: NAEP Achievement Levels Validity Argument Report
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  Data: <searchLink fieldCode="AR" term="%22Anne+H%2E+Davidson%22">Anne H. Davidson</searchLink><br /><searchLink fieldCode="AR" term="%22National+Assessment+Governing+Board%22">National Assessment Governing Board</searchLink><br /><searchLink fieldCode="AR" term="%22Manhattan+Strategy+Group+%28MSG%29%22">Manhattan Strategy Group (MSG)</searchLink>
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  Data: National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. Tel: 202-357-6938; Fax: 202-357-6945; Web site: http://www.nagb.org
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  Data: <searchLink fieldCode="DE" term="%22National+Competency+Tests%22">National Competency Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22International+Assessment%22">International Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Interpretation%22">Test Interpretation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Use%22">Test Use</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22State+Standards%22">State Standards</searchLink>
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  Data: The purpose of this National Assessment of Educational Progress (NAEP) Achievement Levels Validity Argument Report is to synthesize evidence currently available to address the validity of the interpretations and uses of the NAEP Achievement Levels. Validity is the extent to which theory and evidence supports or refutes proposed and enacted test score interpretations and uses. This report was conceptualized as one of many activities outlined in an Achievement Levels Work Plan in response to recommendations made by the National Academies of Sciences, Engineering, and Medicine (NASEM) in their independent evaluation of the NAEP Achievement Levels (NASEM, 2017). This report touches on all NAEP subject areas but is primarily focused on the achievement levels associated with reading and mathematics because these subjects were the focus of NASEM's evaluation and are the most frequently assessed subject areas for NAEP. This report outlines accumulated validity evidence that can be used to clarify the appropriate uses and interpretations supported by that evidence, noting common inappropriate uses and interpretations not supported by evidence.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 86
    Subjects:
      – SubjectFull: National Competency Tests
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: International Assessment
        Type: general
      – SubjectFull: Test Interpretation
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      – SubjectFull: Test Use
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: Mathematics Tests
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: State Standards
        Type: general
      – SubjectFull: United States
        Type: general
      – SubjectFull: National Assessment of Educational Progress
        Type: general
      – SubjectFull: High School Longitudinal Study of 2009 (NCES)
        Type: general
      – SubjectFull: Early Childhood Longitudinal Survey
        Type: general
      – SubjectFull: Progress in International Reading Literacy Study
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      – TitleFull: NAEP Achievement Levels Validity Argument Report
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              Y: 2025
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