Education's Report Card

For constructed response questions the question

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: tics, National Assessment of Educational Progress (NAEP), 2012 Long-Term Trend Mathematics Assessment. TRENDS IN ACADEMIC PROGRESS 2012 31 P ERCENTILE SCORES Higher performing 13-year-olds make short-term gains The increase in the overall average score for 13-year-olds from the 1970s to 2012 is reflected at all five percentiles (figure 20). The long-term gains made by lower performing students at the 10th and 25th percentiles were larger than the gains for higher performing students at the 75th and 90th percentiles. Short-term gains since 2008 were not as broad. The overall score increase is reflected only for higher performing students at the 75th and 90th percentiles. Figure 20. Trend in NAEP mathematics percentile scores for 13-year-old students The 27-point gain since 1978 at the 10th percentile was larger than the gains at the 75th and 90th percentiles. * Significantly different (p < .05) from 2012. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1978–2012 Long-Term Trend Mathematics Assessments. 3 2 THE NATION’S REPORT CARD ITEM MAP What 13-year-olds know and can do in mathematics As shown in the item map below, 13-year-olds with a score of 236 were likely to be able to use geometric properties to determine the measure of an angle in a set of intersecting lines. Students with a score of 307 were likely to be able to successfully write an improper fraction as a decimal. Age 13 NAEP Mathematics Item Map Scale score 500 // 340 337 320 310 307 302 300 Question description Compare units of length (MC) Identify fractional models (MC) Determine the percent given the part and the whole (MC - age 17) Rewrite an algebraic expression (MC - age 17) Write an improper fraction as a decimal (CR) Compute the area of a square (CR) Add two fractions with unlike denominators (MC - age 17) 300 296 291 287 285 277 271 268 260 257 255 254 Use place value to identify a decimal number (MC) Identify a relationship between two unknown values (MC) Estimate length (MC - age 17) Use and interpret number models (CR - age 9) Read and interpret data from a table (CR - age 17) Use the transitive property (MC - ages 9 and 17) Find factors of numbers (MC) Identify a figure based on relationship to other figures (MC - age 9) Identify a particular three-dimensional figure (MC - age 17) Add two fractions with like denominators (MC - ages 9 and 17) Find the value of a variable that makes an equation true (CR) 250 248 240 236 231 224 216 206 Determine probability (MC) Compute the perimeter of a square (MC - age 9) Use geometric properties to determine angle measure (MC) Read and interpret data from a bar graph (MC) Evaluate an algebraic expression for a given value (CR - age 17) Multiply a three-digit number by a single-digit number (MC - age 9) Subtract a two-digit number from a two-digit number (CR) 200 186 165 158 // 0 Identify a symmetric shape (MC - age 9) Read and interpret a circle graph (MC - age 9) Solve a problem in context (MC) CR Constructed-response question MC Multiple-choice question NOTE: Ages in parentheses indicate a cross-age question. The position of a question on the scale represents the scale score attained by students who had a 65 percent probability of successfully answering a constructed-response question, a 77 percent probability of correctly answering a three-option multiple-choice question, a 74 perc...
View Full Document

{[ snackBarMessage ]}

Ask a homework question - tutors are online