Consortium to Conduct a State-by-State NAEP Assessment

本提案的目的是建立一个财团， 在1990年评估的临时基础上， 这是一个共识规划过程，这将是必要的国家- 国家教育评估管理局 过程（NAEP）。 该联盟的目的是建立一个指导 由每个财团的代表组成的委员会 该委员会将制定和指导一个进程， 教育统计中心的一系列建议 关于1990年进行国家一级评估的问题。 对 5月4日，由国家元首理事会召开的规划会议 学校官员初步确定， 对有限的国家进行逐国评估是可行的， 1990年的规模。 该小组建议， 协商一致的规划进程，以准备为各国 评估，并确定这种评估的业务程序， 考核 专家组的结论是，将评估限制在 数学在高中（17岁）水平将是 令人向往 联合体将：1）制定和提出政策声明 国家一级评估的目的。 2)建议 1990年评估的范围，应在一个国家， 国家基础-确认科目（数学）和年级 并寻求参与的程度。 3)确定意见的共同点和重要来源 主要教育群体内部和之间的差异 关于被评估的主题。 4)建议 知识和技能，应在该主题进行评估。 第五章） 建议应收集的其他信息， 与各州的成就数据相结合。 六、 建议应用于报告州级 评估和背景数据。

The purpose of this proposal is to establish a consortium to carry out, on an interim basis for the 1990 assessment, the kind of consensus planning process that will be necessary for state- by-state administration of the National Assessment of Educational Process (NAEP). The purpose of this consortium is to establish a steering committee consisting of a representative of each consortium member which will develop and direct a process leading to a series of recommendations to the Center for Education Statistics concerning the conduct of a state-level assessment in 1990. On May 4, a planning meeting convened by the Council of Chief State School Officers determined on a preliminary basis that it is feasible to conduct a state-by-state assessment on a limited scale in 1990. The group recommended attempting to conduct a consensus planning process to prepare for state-by-state assessment and to identify operational procedures for such an assessment. The group concluded that limiting the assessment to mathematics at the high school (17-year olds) level would be desirable. The consortium will: 1) Develop and propose a policy statement on the purposes of state-level assessment. 2) Recommend the scope of the 1990 assessment that should be done on a state-by- state basis--confirm the subject (mathematics) and grade levels to be assessed and the extent of participation to be sought. 3) Determine commonalities of opinion and important sources of differences within and among major educational constituencies concerning the subject to be assessed. 4) Recommend the knowledge and skills that should be assessed in the subject. 5) Recommend additional information that should be collected in conjunction with achievement data on a state-by-state basis. 6) Recommend the format that should be used to report state-level assessment and background data.