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THE ADAPTATION OF NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS MATERIALS FOR MATHEMATICS ASSESSMENT AT THE LOCAL LEVEL
Abstract
The problem in this study was to formulate a model to adapt the National Assessment of Educational Progress (NAEP) mathematics assessment procedures and materials to allow a local educational unit administrator to assess his or her own mathematics program. An application of the model was performed in an assessment of mathematics achievement at the 9-, 13-, and 17-year-old age levels in the Lincoln, Nebraska Public Schools. The formulation of the model followed the presentation of the problem and the review of the literature. The model contained four phases: (1) Pre-assessment, (2) Assessment, (3) Evaluation, and (4) Review. Spread among the four phases were fourteen steps indicating the tasks to be performed in each phase. The model made extensive use of NAEP materials and procedures and contained steps designed to insure usage of the assessment findings after an assessment was completed. The application of the model was conducted in the Lincoln Public Schools of Lincoln, Nebraska, and assessed the 9-, 13-, and 17-year-old students in the six content areas used by NAEP in its 1972-73 mathematics assessment. Those content areas were numbers and numeration, estimation and measurement, geometry, equations and inequalities, probability and statistics, and business and consumer mathematics. The application followed the fourteen steps of the model and was conducted during the 1978-79 school year. The goals of the Lincoln Public School's assessment were (1) to identify strong or weak points of the mathematics curriculum and (2) to gather baseline data for future use. The recommended comparison group for Lincoln was NAEP's central region reporting group, consisting of North and South Dakota, Nebraska, Kansas, Missouri, Iowa, Minnesota, Wisconsin, Illinois, Indiana, Michigan, and Ohio. During the Pre-assessment phase of the application the administrative structure was established, pre-assessment decisions were made, the objectives integration was performed, test development was completed, sampling procedures were concluded, and data utilization choices were chosen. The Assessment phase included preparation for and conducting of the Assessment. The Evaluation phase included scoring and categorizing the responses, performing the data analysis, and evaluating the results. During the final phase, Review, a review of every aspect of the assessment and a setting of a timetable for the next assessment were completed. The results of the model's application to the Lincoln Public Schools produced findings in general and specific terms. The general findings concluded that Lincoln student achievement met predetermined standards for all three age groups in the content areas of numbers and numeration, estimation and measurement, geometry, and probability and statistics. A comparison of the age groups showed consistency in all content areas. Specific findings dealt with particular test items and are included in this dissertation. Conclusions for the application of the model were: (1) the application demonstrated the operability of the model, (2) more information of past student achievement should have been provided the committee making the data utilization choices, (3) more people via various committees should have been involved in the assessment, (4) communications during all phases of the assessment should have improved, and (5) NAEP statistical methods, pertinent materials, and staff expertise were of eminent value to the application. Recommendations included: (1) use the model when performing a mathematics assessment at the local level, (2) use NAEP procedures, appropriate materials and staff expertise whenever possible, and (3) involve more people in the assessment in the form of goals committees, assessment decision-making committees, and parent volunteer help.
Subject Area
Mathematics education
Recommended Citation
ROGGE, WILLIAM EARL, "THE ADAPTATION OF NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS MATERIALS FOR MATHEMATICS ASSESSMENT AT THE LOCAL LEVEL" (1980). ETD collection for University of Nebraska-Lincoln. AAI8100439.
https://digitalcommons.unl.edu/dissertations/AAI8100439