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- W1519691689 abstract "One of 10 reports commissioned by the National Academy of Education, this report investigates topics related to an assessment program piloted by the National Assessment of Educational Progress (NAEP) designed to support state-by-state and state-to-nation comparisons of student performance in reading. The report focuses on three issues: (1) the adequacy of the process used to develop the for the 1992 NAEP in Reading; (2) the degree to which the Framework represents a consensus about reading among researchers, practitioners, and state and local school administrators; and (3) the extent to which the fourth-, eighth-, and twelfth-grade levels of the assessment exemplify the recommendations of both the Framework and the document written to guide the selection of passages and the development of assessment items. The report begins with a review of some of the events that led to the development of both the Framework and the 1992 NAEP in reading. Following an overview of the Framework, the report discusses the three issues, describing the methods used to gather information and findings. The report next looks at the special studies that were part of the assessment. Finally, the report offers recommendations. Four tables of data are included; the survey cover letter, a list of the interview questions and a copy of the questionnaire (with percentages of responses for each item) are attached. (Author/RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Technical Report No. 569 THE CONTENT AND CURRICULAR VALIDITY OF THE 1992 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS IN READING Bertram C. Bruce Jean Osborn University of Illinois at Urbana-Champaign Michelle Commevras University of Georgia February 1993 Center for the Study of Reading TECHNICAL REPORTS -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educahonat Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC, 1(Trus document has been reproduced as received from the person or OrganainOn Oficial] l'Ing rt Minor changes Rave been made to Improve reproduction duality Points of new 0 00.n.OnS stated al ih.s OoCu ment do not necessarily represent othcral OEM posrtron or polity College of Education UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN 174 Children's Research Center 51 Gerty Drive Champaign, Illinois 61820 CENTER FOR THE STUDY OF READING Technical Report No. 569 THE CONTENT AND CURRICULAR VALIDITY OF THE 1992 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS IN READING Bertram C. Bruce Jean Osborn University of Illinois at Urbana-Champaign Michelle Commeyras University of Georgia February 1993 College of Education University of Illinois at Urbana-Champaign 174 Children's Research Center 51 Gerty Drive Champaign, Illinois 61820" @default.
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- W1519691689 date "1993-02-01" @default.
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- W1519691689 title "The content and curricular validity of the 1992 National Assessment of Educational Progress in Reading" @default.
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