Assessment Content Comparison - Methodology for Alignment Studies
Design of Content Alignment Studies in Mathematics and Reading for 12th Grade NAEP and other Assessments to be used in Preparedness Research Studies
NORMAN L. WEBB, SENIOR RESEARCH SCIENTIST EMERITUS, WISCONSIN CENTER FOR EDUCATION RESEARCH, UNIVERSITY OF WISCONSIN-MADISON
NATIONAL ASSESSMENT GOVERNING BOARD, 2009, GRADE 12
This paper provides a detailed design that addresses all the key points that need to be considered when implementing a content alignment study between two tests.
The purpose of this paper is to provide a detailed design to guide implementation of content alignment studies for the grade 12 NAEP in reading and mathematics, with respect to other assessments that NAGB plans to use for reporting preparedness of 12th graders on NAEP in these subjects.
This design document addresses all key points that must be considered for implementing a content alignment study between two tests. NAEP is a highly visible assessment program, and the alignment studies are central to the 12th grade preparedness research. Because different assessments will be used, the Governing Board faces the challenge of developing alignment studies that produce comparable information. The Board wants to generate as much information as possible about the content relationship and alignment between NAEP and the other assessments of interest, while also assuring that the information comparing NAEP across assessments is comparable. Whatever the process used to judge the content alignment between two assessments, the process should be transparent and replicable.
Content Alignment: COLLEGE | READING | MATHEMATICS