Author: United States. Office of Educational Research and ImprovementPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
U.S. History Framework For The 1994 And 2001 National Assessment Of Educational Progress. NAEP U.S. History Consensus Project... ED444928... U.S. Department Of Education
Author: United States. Office of Educational Research and ImprovementPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The Teaching American History Project
Author: Publisher: Routledge
ISBN: 1135858640
Category :
Languages : en
Pages : 352
Book Description
Resources in Education
Author: United States History Framework for the 1994 National Assessment of Educational Progress
Author: Government Printing Office StaffPublisher:
ISBN: 9780160489020
Category :
Languages : en
Pages : 88
Book Description
U.S. History Framework for the 1994 and 2001 National Assessment of Educational Progress
Author: Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 92
Book Description
NAEP 1994 U.S. History Report Card
Author: Alexandra S. BeattyPublisher: Department of Education
ISBN:
Category : History
Languages : en
Pages : 138
Book Description
This book describes results from the 1994 National Assessment of Educational Progress (NAEP) assessment in U.S. history, conducted at grades 4, 8, and 12. Included in this report card are the results of students' achievement at each grade and within various subgroups of the general population. The report discusses the relationships between student performance and instructional and home background variables. This information gives educators a context for evaluating the U.S. history achievement of students and the results that may be used to guide reform efforts. Chapters include: (1) "NAEP 1994 U.S. History Assessment"; (2) "U.S. History Results for the Nation and Regions"; (3) "U.S. History Achievement Levels"; (4) "Contexts in which Students Learn History"; and (5) "What Students Know and Can Do in U.S. History." A conclusion, three appendices, 52 tables, and 13 figures complete the book. (EH)
NAEP 1994 U.S. History
Author: Paul L. WilliamsPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 76
Book Description
This report is a first look at the results of the 1994 NAEP U.S. History Assessment. It presents national findings of 4th-, 8th-, and 12-grade students' overall performance and summary data for the major demographic subpopulations in the United States. Results are reported on a 500-point scale, used to show comparisons and trends over time, and according to the achievement levels, which are in a developmental stage, established by the National Assessment Governing Board. About 60 percent of the assessment was devoted to performance exercises with the remainder to multiple-choice questions. Sample questions for grade level are provided. The preliminary results show: (1) the pattern of average scores by grade was typical of other subjects assessed by NAEP; (2) among the different regions of the United States, student scores varied by each grade level with high school seniors in the Southeast scoring a lower average than those in the Northeast and Central regions; (3) 17 percent of 4th graders, 14 percent of 8th graders, and 11 percent of 12th graders reached the proficient level which demonstrates competency in challenging subject matter; (4) 64 percent of 4th graders, 61 percent of 8th graders and 43 percent of 12th graders attained at least the basic level which demonstrates partial mastery of challenging subject matter; (5) across the three grades, 1 to 2 percent reached the advanced level showing superior performance; (6) U.S. history scores at all grade levels were higher for students whose parents had more education; (7) at grade 12, males scored higher than females in U.S. history with no differences between males and females in average scores evident at grades 4 and 8; (8) at grades 4, 8, and 12, White and Asian students had significantly higher U.S. history scores than did Black and Hispanic students; and (9) 4th-, 8th-, and 12th-grade students attending non-public schools displayed higher U.S. history scores than their counterparts attending public schools. Tables, figures, and graphs accompany the text. (EH)
U.S. History Framework for the 1994 National Assessment of Educational Progress
Author: Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 96
Book Description
U.S. History Framework for the 1994 National Assessment of Educational Progress
Author: Ramsay SeldenPublisher:
ISBN: 9780788139932
Category :
Languages : en
Pages : 80
Book Description
In a democratic country, the study of history is vital. All students need to know how their nation became what it is. They also need the understandings that only history provides if they are to take part knowledgeably, as citizens and voters in shaping America's future. This content framework in U.S. history for the 1994 National Assessment of Educational Progress (NAEP) was developed through a national consensus process. Contents: U.S. history in elementary, middle and high schools; the framework for this assessment; desired attributes of the assessment and its exercises and items; and special studies and research. Illustrative examples of content.
Research Report
Author: Madeline GoodmanPublisher: Department of Education Office of Educational
ISBN:
Category : Education
Languages : en
Pages : 172
Book Description
This report documents the National Assessment of Educational Progress (NAEP) special pilot study of group assessment. In 1994, NAEP administered U.S. History projects to a limited number of students. The purpose of this study was to investigate the feasibility of group assessment, and to gain practical experience in the design, development, administration, and scoring of such instruments. The report first describes the development and conduct of the study. It then discusses practical lessons learned, and makes recommendations regarding the future assessment of groups. Appendices include the testing instruments, scoring guides, and examples of student work. (Author)