Parentheses indicate a cross age question the

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Unformatted text preview: ent probability of correctly answering a four-option multiple-choice question, a 72 percent probability of correctly answering a five-option multiple-choice question, or a 71 percent probability of correctly answer­ ing a six-option multiple-choice question. For constructed-response questions, the question description represents students’ performance rated as completely correct. Scores associated with the three performance levels reported for age 13 are boxed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2012 Long-Term Trend Mathematics Assessment. TRENDS IN ACADEMIC PROGRESS 2012 3 3 P ERCENTILE SCORES Score gains for lower and middle performing 17-year-olds Lower and middle performing 17-year-olds made gains since the 1970s even though the overall average mathematics score for this age group did not change significantly (figure 21). Scores for students at the 10th, 25th, and 50th percentiles were higher in 2012 than in 1978. Figure 21. Trend in NAEP mathematics percentile scores for 17-year-old students * 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 4 THE NATION’S REPORT CARD ITEM MAP What 17-year-olds know and can do in mathematics As shown in the item map below, 17-year-olds with a score of 286 were likely to be able to add two fractions with like denominators. Students with a score of 320 were likely to be able to successfully estimate an integer value for the square root of a number that is not a perfect square. Seventeen-year-olds with a score of 341 were likely to be able to analyze a proportional relationship. Age 17 NAEP Mathematics Item Map Scale score 500 // 394 365 360 357 352 Question description Identify a construction using a compass (MC) Rewrite an expression involving exponents and radicals (CR) Read and interpret data from tables, charts, and graphs (MC) Determine a logical result from a statement (MC) Compute the area of a circle (CR) 350 341 338 331 325 320 317 312 308 304 301 Analyze a proportional relationship (MC) Identify an inequality from its graph (MC) Find the median (MC) Determine the percent given the part and the whole (MC - age 13) Estimate a square root (CR) Compute the area of a square given its perimeter (MC) Add two fractions with unlike denominators (MC - age 13) Convert between units of weight (MC) Estimate length (MC - age 13) Estimate an outcome in a probability context (MC) 300 290 289 286 280 278 273 260 252 Use the transitive property (MC - ages 9 and 13) Rewrite an algebraic expression (MC - age 13) Add two fractions with like denominators (MC - ages 9 and 13) Find the quotient of two negative integers (MC) Identify a particular three-dimensional figure (MC - age 13) Determine a square root (MC) Convert between decimals and percents (MC) Evaluate an algebraic expression for a given value (CR - age 13) 250 239 224 // 0 Use congruence properties (CR) Identify parallel lines (MC) CR Constructed-response question MC Multiple-choice question NOTE: Ages in parentheses indicate cross-age questions. The position of a question on the scale represents the scale score attained by students who had a 65 percent probability...
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This document was uploaded on 02/28/2014.

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