A History of the National Assessment of Educational Progress and Some Questions about Its Future

Dados Bibliográficos

ID9733407
AutoresLyle V Jones (University of North Carolina at Chapel Hill, autor correspondente)
Ano1996
Volume25
Fascículo7
Páginas15-22
Data de publicação1996-10-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x025007015
OpenAlexW2076729339
IdiomaEN
Citações recebidas7
Referências citadas16

The initial aim of the National Assessment of Educational Progress (NAEP) was to develop and then to employ procedures for monitoring achievement in the nation. Here, a history of NAEP is presented, with a special focus on procedural changes from 1969 to date. Then some questions are posed about future shifts in the purposes of NAEP. In offering answers to the questions, I argue that NAEP should continue to monitor achievement trends in the nation and in the participating states and that, because those objectives are not compatible with NAEP as a high-stakes accountability assessment program, NAEP should avoid serving this added purpose

Academic achievement · Accountability · Educational assessment · Educational research · Mathematics education · Political science · Standardized test · Student achievement · Educational Assessment and Improvement · Evaluation and Performance Assessment · Law · Psychology · School Choice and Performance