creator: Mullis, Ina V. S.
description- – The National Assessment of Educational Progress' (NAEP) 1992 reading assessment was administered to nationally representative samples of fourth-, eighth-, and twelfth-grade students attending public and private schools, and to state representative public-school samples of fourth graders in 43 jurisdictions. Nearly 140,000 students were assessed in all. Data were summarized on the NAEP reading proficiency scale ranging from 0 to 500, and results were reported according to three achievement levels at each grade--basic, proficient, and advanced. Major findings were that: (1) 59% of the fourth graders, 69% of eighth graders, and 75% of twelfth graders reached the basic level or beyond; (2) 25%, 28%, and 37% of grades 4, 8, and 12 students met or exceeded the proficient level, respectively; (3) from 2% to 4% of students at any of the grade levels achieved the"advanced"performance level; (4) fourth graders within the basic level generally understood simple narratives; (5) eighth graders reading within the basic level demonstrated literal understanding of passages; (6) twelfth graders within the basic level were able to interpret aspects of the passages they read and make connections between their reading and their own knowledge; (7) students attending private schools had higher average reading proficiency than students at public schools; (8) considerable variation in performance existed within and across participating states; (9) females had higher average reading proficiency than males at all three grade levels; and (10) fourth graders appeared to be learning reading through varied instructional approaches. (Contains 19 tables and 3 figures of data.) (RS)
subjectcollectiondatepublishercreator description- – Since its inception in 1969, the National Assessment of Educational Progress (NAEP) has been regularly assessing the nation's students in public and private schools, serving as a barometer of educational attainment. This report in brief is excerpted from"NAEP 1992 Trends in Academic Progress,"which presents trend data in science, mathematics, reading, and writing. Approximately 31,000 students were involved in NAEP's 1992 trend assessments. Student performance is characterized at five levels along the proficiency scales, and percentages of students reaching each level are presented. For reading and writing, results are also presented for individual tasks. In general, trends in science and mathematics show noteworthy improvements since 1983, while trends for reading show slow declines for the same period. Writing performance has been relatively stable for grades 11 and 4, with a recent improvement for grade 8 that awaits support in subsequent years. Eleven tables and four figures present trend data in brief form. (SLD)
subjectcollectiondatepublishercreator description- – The Third International Mathematics and Science Study (TIMSS) is the most ambitious study conducted by the International Association for the Evaluation of Educational Achievement to date. TIMSS developed and administered tests and questionnaires in three student populations to study achievement in participating countries and the factors associated with high achievement. Contributions to this volume describe the main elements of the effort to assure the quality of TIMSS data, focusing on such issues as the translation of the achievement tests from English into the 30 other languages of the study, sampling from the 45 participating countries, and reliability questions. The following chapters are included: (1)"Translation, Verification"(Ina V. S. Mullis, Dana L. Kelly, and Kathleen Haley); (2)"Sampling"(Pierre Foy, Michael O. Martin, and Dana L. Kelly); (3)"Monitoring the TIMSS Data Collection"(Michael O. Martin, Craig D. Hoyle, and Kelvin D. Gregory); (4)"Observing the TIMSS Test Administration"(Michael O. Martin, Craig D. Hoyle, and Kelvin D. Gregory); (5)"Quality Control Steps for Free-Response Scoring"(Ina V. S. Mullis and Teresa A. Smith); and (6)"Data Consistency Checking across Countries"(Heiko Jungclaus and Michael Bruneforth). Nine appendixes present supplemental information about study methodology. (Contains 1 figure, 28 tables, and 3 appendix tables.) (SLD)
subjectcollectiondatepublishercreator description- – The Third International Mathematics and Science Study (TIMSS) covered five different grade levels, with more than 40 countries collecting data in more than 30 different languages. More than a million students were tested. The present report contains the TIMSS results for students in the final year of secondary school. Mathematics and science literacy achievement results are reported for 21 countries; advanced mathematics results and physics results, respectively, are reported for 16 countries. These results complete the first round of descriptive reports from the TIMSS study. Together with the results for primary school students (third and fourth grade in most countries) and middle school students (seventh and eighth grades in most countries), the results contained in this report provide valuable information about the relative effectiveness of a country's education system as students progress through school. A ten-page Executive Summary details the extensive conclusions to be drawn from the study. Dozens of tables and figures provide detailed statistics for all participating countries. The Netherlands and Sweden were the top performing countries in mathematics; France was the top performer in advanced mathematics; Norway and Sweden had physics achievement levels significantly higher than other participating countries. The appendixes contain extensive information pertaining to the development of the TIMSS tests, sample sizes and participation rates, compliance with sampling guidelines, and the test-curriculum matching analysis. (DDR)
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