Scores associated with the three performance levels

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Unformatted text preview: n Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2012 Long-Term Trend Reading Assessment. TRENDS IN ACADEMIC PROGRESS 2012 13 P ERFORMANCE LEVELS Two-thirds or more of 13- and 17-year-olds are able to make textbased generalizations Performance levels provide another perspective for interpreting long-term trend results. Changes in the percentages at or above each performance level reflect changes in the proportion of students who demon­ strated the knowledge and skills associated with that level in responding to assessment questions. Sixty-six percent of 13-year-olds and 82 percent of 17-year-olds performed at a level of 250 or above on the reading scale in 2012 (figure 6). Students at this level demonstrated the ability to search for specific informa­ tion, interrelate ideas, and make generalizations based on what they read. Twenty-two percent of 9-year-olds demonstrated similar abilities in 2012. At all three ages, the percentages of students performing at or above level 250 were higher in 2012 than in 1971. Reading Performance-Level Descriptions The skills demonstrated by students at each reading performance level are described below. The five performance levels are applicable at all three age groups; however, the likelihood of attaining higher performance levels is related to a student’s age. The performance level results presented for each age are those that are most likely to show significant change across the assessment years. For this reason, only three performance levels are discussed for each age. See the Technical Notes for information about how the levels were set. LEVEL 350: Learn From Specialized Reading Materials Readers at this level can extend and restructure the ideas presented in specialized and complex texts. Examples include scientific materials, literary essays, and historical docu­ ments. Readers are also able to understand the links between ideas, even when those links are not explicitly stated, and to make appropriate generalizations. Performance at this level suggests the ability to synthesize and learn from specialized reading materials. LEVEL 300: Understand Complicated Information Readers at this level can understand complicated literary and informational passages, including material about topics they study at school. They can also analyze and integrate less familiar material about topics they study at school as well as provide reactions to and explanations of the text as a whole. Performance at this level suggests the ability to find, understand, summarize, and explain relatively complicated information. LEVEL 250: Interrelate Ideas and Make Generalizations Readers at this level use intermediate skills and strategies to search for, locate, and organize the information they find in relatively lengthy passages and can recognize paraphrases of what they have read. They can also make inferences and reach generalizations about main ideas and the author’s purpose from passages dealing with literature, science, and social...
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This document was uploaded on 02/28/2014.

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