Reading Framework

WHAT IS NAEP? The National Assessment of Educational Progress (NAEP) is a continuing and nationally representative measure of trends in academic achievement of U.S. elementary and secondary students in various subjects. For nearly four decades, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. By collecting and reporting information on student performance at the national, state, and local levels, NAEP is an integral part of our nation’s evaluation of the condition and progress of education. THE 2009–2010 NATIONAL ASSESSMENT GOVERNING BOARD The National Assessment Governing Board was created by Congress to formulate policy for NAEP. Among the Governing Board’s responsibilities are developing objectives and test specifications and designing the assessment methodology for NAEP. Members Doris R. Hicks Andrew C. Porter Principal and Chief Executive Officer Dean, Graduate School of Education Honorable David P. Driscoll, Chair Dr. Martin Luther King, Jr. Charter University of Pennsylvania Former Commissioner of Education School for Science and Technology Philadelphia, Pennsylvania Melrose, Massachusetts New Orleans, Louisiana Warren T. Smith, Sr. Amanda P. Avallone, Vice Chair Kathi M. King Vice President Assistant Principal & 8th Grade Teacher 12th Grade Teacher Washington State Board of Education Summit Middle School Messalonskee High School Olympia, Washington Boulder, Colorado Oakland, Maine Mary Frances Taymans, SND David J. Alukonis Kim Kozbial-Hess Former Executive Director Former Chairman 4th Grade Teacher and Educational Secondary Schools Department Hudson School Board Technology Trainer National Catholic Educational Hudson, New Hampshire Toledo, Ohio Association Washington, DC Louis M. Fabrizio Henry Kranendonk Director Mathematics Curriculum Specialist Oscar A. Troncoso Accountability Policy and Milwaukee Public Schools Principal Communications Milwaukee, Wisconsin Anthony High School N.C. Department of Public Instruction Anthony Independent School District Raleigh, North Carolina Tonya Miles Anthony, Texas General Public Representative Honorable Anitere Flores Mitchellville, Maryland Honorable Leticia Van de Putte Member Senator Florida House of Representatives Honorable Steven L. Paine Texas State Senate Miami, Florida State Superintendent of Schools San Antonio, Texas W.V. Department of Education Alan J. Friedman Charleston, West Virginia Eileen L. Weiser Consultant General Public Representative Museum Development and Science Honorable Sonny Perdue Ann Arbor, Michigan Communication Governor of Georgia New York, New York Atlanta, Georgia Darvin M. Winick President David W. Gordon Susan Pimentel Winick & Associates County Superintendent of Schools Educational Consultant Austin, Texas Sacramento County Office of Education Hanover, New Hampshire Sacramento, California Ex-officio Member W. James Popham Professor Emeritus John Q. Easton Graduate School of Education and Director Information Studies Institute of Education Sciences University of California, Los Angeles U.S. Department of Education Los Angeles, California National Assessment Governing Board Honorable David P. Driscoll Chair Amanda P. Avallone Vice Chair Cornelia S. Orr Executive Director Mary Crovo Deputy Executive Director and Project Officer Developed for the National Assessment Governing Board under contract number ED–02– R–0007 by the American Institutes for Research For further information, contact: National Assessment Governing Board 800 North Capitol Street, N.W. Suite 825 Washington, DC 20002–4233 www.nagb.org September 2010 For sale by the U.S. Government Printing Office Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-0328 TABLE OF CONTENTS List of Exhibits ........................................................................................................................ ii Executive Summary ............................................................................................................... iii Text Types ....................................................................................................................... iv Meaning Vocabulary Assessment ................................................................................... iv Item Design ..................................................................................................................... iv 12th Grade NAEP .............................................................................................................. v Reporting Results .............................................................................................................. v Reporting Trend Data ........................................................................................................ v Sample Items ................................................................................................................... vi Preface by the National Assessment Governing Board ..................................................... vii NAEP Reading Project Staff and Committees .................................................................... ix Chapter One: Overview ..........................................................................................................1 NAEP Overview ................................................................................................................ 1 Overview of NAEP Reading Assessment ......................................................................... 6 Chapter Two: Content and Design of NAEP in Reading ...................................................15 Texts on the NAEP Reading Assessment to be Included ................................................ 15 Literary Text .................................................................................................................... 16 Informational Text ........................................................................................................... 22 Characteristics of Texts Selected for Inclusion ............................................................... 28 Vocabulary on the NAEP Reading Assessment .............................................................. 32 Cognitive Targets ............................................................................................................ 36 Item Types ....................................................................................................................... 41 Chapter Three: Reporting Results .......................................................................................43 No Child Left Behind Provisions for NAEP Reporting .................................................. 43 Achievement Levels ........................................................................................................ 43 Reporting NAEP Results ................................................................................................. 44 Reporting State NAEP Results ........................................................................................ 45 Reporting Trend Data ...................................................................................................... 45 Bibliography ...........................................................................................................................49 Definition of Reading ...................................................................................................... 49 Text Types, Matrices, and Cognitive Targets ................................................................. 49 Vocabulary Assessment .................................................................................................. 52 Appendix A: Glossary of Terms ...........................................................................................57 Appendix B: NAEP Reading Achievement Level Definitions ...........................................63 NAEP Reading Achievement Levels—Grade 4 .............................................................. 63 NAEP Reading Achievement Levels—Grade 8 .............................................................. 64 NAEP Reading Achievement Levels—Grade 12 ............................................................ 66 Appendix C: Special Studies: NAEP Reading Framework ...............................................69 NAEP 2011 READING FRAMEWORK i LIST OF EXHIBITS Exhibit 1. Percentage distribution of literary and informational passages ....................... 11 Exhibit 2. Similarities and differences: 1992–2007 and 2009–2011 NAEP reading frameworks ....................................................................................................... 14 Exhibit 3. Literary text matrix: Fiction ............................................................................. 17 Exhibit 3 (continued). Literary text matrix: Literary nonfiction ....................................... 19 Exhibit 3 (continued). Literary text matrix: Poetry .......................................................... 21 Exhibit 4. Informational text matrix: Exposition .............................................................. 23 Exhibit 4 (continued). Informational text matrix: Argumentation and persuasive text .... 25 Exhibit 4 (continued). Informational text matrix: Procedural texts and documents ......... 27 Exhibit 5. Passage lengths for grades 4, 8, and 12 ............................................................ 29 Exhibit 6. Considerations for selecting stimulus material ...............................................

Load more