Submission Deadline Extended to Jan. 25
The National Assessment Governing Board is responsible for developing and updating assessment frameworks for the National Assessment of Educational Progress (NAEP), also known as The Nation’s Report Card. Frameworks guide the content of NAEP assessments. The NAEP Writing Assessment Framework was last revised in 2007 and was used for the assessment administered in 2011 for grades 8 and 12. (In 2017, the assessment was administered for grades 4 and 8 but the results could not be reported due to technical issues.)
In preparation for a future update, the Board is initiating a preliminary review of the current NAEP Writing Assessment Framework. Public comment will now be accepted until Jan. 25.
This initial gathering of public comment is the first stage in a comprehensive multi-year process that, if the Board decides framework revisions are needed, will later involve multiple iterations of stakeholder feedback and an expert panel to guide the development of assessment questions and recommendations for contextual questionnaires administered to students, teachers, and schools.
Individuals and organizations are invited to provide written comments and recommendations relative to the current framework. Comments should specifically address three things:
- Whether the NAEP Writing Assessment Framework needs to be updated.
- If the framework needs to be updated, why a revision is needed.
- What should a revision to the framework include?
Email comments to firstname.lastname@example.org. The deadline for submission is Jan. 25, 2023.
When providing comment, please indicate if you are not comfortable with your name and affiliation being included with your comments, which may be shared and discussed publicly in upcoming Governing Board meetings and materials.
If the Governing Board decides that an update is needed, the charge to launch the revision process for the NAEP Writing Framework is anticipated at its May 2023 quarterly meeting. Each NAEP framework development and update process considers a wide set of factors, including but not limited to reviews of recent research on teaching and learning, changes in state and local standards and assessments, and the latest perspectives on the nation’s future needs and desirable levels of achievement.