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"NATIONAL ASSESSMENT"
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Discerning experts : the practices of scientific assessment for environmental policy
\"Discerning Experts assesses the assessments that many governments rely on to help guide environmental policy and action. Through their close look at environmental assessments involving acid rain, ozone depletion, and sea level rise, the authors explore how experts deliberate and decide on the scientific facts about problems like climate change. They also seek to understand how the scientists involved make the judgments they do, how the organization and management of assessment activities affects those judgments, and how expertise is identified and constructed.\"--cover
Book
Using Networks to Visualize and Analyze Process Data for Educational Assessment
New technology enables interactive and adaptive scenario-based tasks (SBTs) to be adopted in educational measurement. At the same time, it is a challenging problem to build appropriate psychometric models to analyze data collected from these tasks, due to the complexity of the data. This study focuses on process data collected from SBTs. We explore the potential of using concepts and methods from social network analysis to represent and analyze process data. Empirical data were collected from the assessment of Technology and Engineering Literacy, conducted as part of the National Assessment of Educational Progress. For the activity sequences in the process data, we created a transition network using weighted directed networks, with nodes representing actions and directed links connecting two actions only if the first action is followed by the second action in the sequence. This study shows how visualization of the transition networks represents process data and provides insights for item design. This study also explores how network measures are related to existing scoring rubrics and how detailed network measures can be used to make intergroup comparisons.
Journal Article
Student experiences of NAPLAN : sharing insights from two school sites
This paper provides insight into middle school students' perceptions and reactions to their participation in the Australian National Assessment Program-Literacy and Numeracy (NAPLAN). A case study was conducted over 10 months at two Queensland schools with different approaches to NAPLAN implementation. Student voice was elicited via focus groups and 35 students provided drawings and words describing their experience in four stages: preparing, sitting, completing and receiving their results. Thematic content analysis of the textual data and trait and holistic coding of the visual data revealed five themes and suggests that the approach adopted by the school may impact on students' NAPLAN experiences. This study privileges student voice and enables access to student experiences as they participate in a testing regime which is now a feature of the Australian school assessment landscape. [Author abstract]
Journal Article
Applying adaptive management and lessons learned from national assessments to address logistical challenges in the National Wetland Condition Assessment
The National Wetland Condition Assessment (NWCA) is one of a series of probability-based National Aquatic Resource Surveys (NARS) conducted by the U.S. Environmental Protection Agency (USEPA) to provide a comprehensive assessment of the condition of the Nation’s waters. Randomized design and standardized training and protocols allow USEPA to analyze data that are nationally consistent and regionally relevant. Each NARS assessment was preceded by careful consideration of key logistical elements that included pre-survey planning, training, sampling logistics, and laboratory analysis. Numerous state, tribal, and contractor crews were supported across the country for each assessment; sampling and sample analyses were tracked from initiation; laboratory analyses were completed at USEPA, state, regional, and contract laboratories; and the data analyses and reporting were completed by USEPA-led workgroups, states, and contractors. The complexity and difficulty of each step offered unique challenges and provided lessons learned for each of the NARS assessments. Major logistical elements for implementing large scale assessments that are constrained by sampling period and number and duration of visits are covered in this paper. These elements include sample transport, equipment and supplies, sampling and sample tracking, information management regional technical expertise, and a sound field training program. This paper describes how lessons from previous assessments were applied to the NWCA and how new challenges faced in the NWCA were addressed and carried forward into future surveys.
Journal Article
Grading the Nation's Report Card
The National Assessment of Educational Progress (NAEP), known as the nation's report card, has chronicled students' academic achievement in America for over a quarter of a century. It has been a valued source of information about students' performance, providing the best available trend data on the academic achievement of elementary, middle, and secondary school students in key subject areas. NAEP's prominence and the important need for stable and accurate measures of academic achievement call for evaluation of the program and an analysis of the extent to which its results are reasonable, valid, and informative to the public.
This volume of papers considers the use and application of NAEP. It provides technical background to the recently published book, Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress (NRC, 1999), with papers on four key topics: NAEP's assessment development, content validity, design and use, and more broadly, the design of education indicator systems.
eBook
Projections of future climate for U.S. national assessments: past, present, future
Climate assessments consolidate our understanding of possible future climate conditions as represented by climate projections, which are largely based on the output of global climate models. Over the past 30 years, the scientific insights gained from climate projections have been refined through model structural improvements, emerging constraints on climate feedbacks, and increased computational efficiency. Within the same period, the process of assessing and evaluating information from climate projections has become more defined and targeted to inform users. As the size and audience of climate assessments has expanded, the framing, relevancy, and accessibility of projections has become increasingly important. This paper reviews the use of climate projections in national climate assessments (NCA) while highlighting challenges and opportunities that have been identified over time. Reflections and lessons learned address the continuous process to understand the broadening assessment audience and evolving user needs. Insights for future NCA development include (1) identifying benchmarks and standards for evaluating downscaled datasets, (2) expanding efforts to gather research gaps and user needs to inform how climate projections are presented in the assessment (3) providing practitioner guidance on the use, interpretation, and reporting of climate projections and uncertainty to better inform decision-making.
Journal Article
COMATH: Development and Validation of a Cross-National Assessment Instrument for Computational Thinking in Primary and Secondary Education
Computational Thinking (CT) is widely recognised as a transversal competence essential for learning, problem solving, and knowledge transfer across disciplines. However, its effective integration into school education remains strongly dependent on the availability of assessment instruments that are pedagogically meaningful, psychometrically sound, and applicable across diverse educational contexts. This paper presents COMATH, a cross-national assessment instrument designed to evaluate CT in students aged 9–14. The instrument adopts a phase-based development and validation framework that integrates Bebras-inspired tasks, Item Response Theory, factor-analytic methods, learning analytics, and teacher and student feedback. The assessment was iteratively developed and piloted between 2023 and 2025 in six European countries, with data collected from 6,480 students and 155 teachers. The findings demonstrate that a phased assessment approach enables systematic calibration of task difficulty, robust evaluation of item functioning, and meaningful interpretation of student performance across age groups and national contexts. The results further highlight how well-designed CT assessment can support instructional decision-making rather than serve solely as a summative measure. The study argues for conceptualising CT assessment as a dynamic and iterative process that links measurement, psychometric validation, and pedagogical use in school education.
Journal Article
Advances and Remaining Challenges in Adult Literacy Research
Low literacy levels in adult learners pose an educational and public health challenge to practitioners and the scientific community. Increasing demands placed on literacy can limit opportunities in the workplace and access to health-related resources, negatively affecting public health. Current estimates from the National Center for Education Statistics suggest that more than 40 million adults in the United States possess only the most basic and concrete literacy skills. Despite the estimated number of learners possessing minimal literacy skills in English in the United States, there remains a paucity of research focused on adult learners to inform remediation efforts. This special issue of the Journal of Learning Disabilities represents an important step in highlighting the current scientific knowledge base and the implications for future directions and lines of inquiry with adult learners.
Journal Article
Using the results of a national assessment of educational achievement
What are students learning? Throughout the world, governments striving to improve educational quality are turning to national assessments to provide this much-needed information in key curriculum areas. The capacity for carrying out national assessments has grown remarkably in recent years, but it has not been matched by widespread use of their findings. This book seeks to maximize an appreciation for the value of such data and to assist countries in exploiting the knowledge that national assessments yield. [It] identifies the main factors affecting the use of national assessment findings. These include the political context in which an assessment is carried out, the nature of the assessment (census based or sample based), the assignment of accountability for the results, and the quality of assessment instruments. The book describes the type of information that the main report of a national assessment should contain, as well as other means of communicating findings to technical and nontechnical audiences. It outlines general considerations in translating national assessment results into policy and action, and examines specific procedures for using the data in policy making, educational management, teaching, and promoting public awareness. The topics addressed in this volume should be of interest to policy makers, educators, researchers, and development practitioners. (DIPF/Orig.).
eBook
The impact of no Child Left Behind on student achievement
The No Child Left Behind (NCLB) Act compelled states to design school accountability systems based on annual student assessments. The effect of this federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student achievement based on an analysis of state-level panel data on student test scores from the National Assessment of Educational Progress (NAEP). The impact of NCLB is identified using a comparative interrupted time series analysis that relies on comparisons of the test-score changes across states that already had school accountability policies in place prior to NCLB and those that did not. Our results indicate that NCLB generated statistically significant increases in the average math performance of fourth graders (effect size = 0.23 by 2007) as well as improvements at the lower and top percentiles. There is also evidence of improvements in eighth-grade math achievement, particularly among traditionally low-achieving groups and at the lower percentiles. However, we find no evidence that NCLB increased fourth-grade reading achievement.
Journal Article