The status of national assessment in mathematics

1974 ◽  
Vol 21 (1) ◽  
pp. 49-53
Author(s):  
Wayne H. Martin ◽  
James W. Wilson
Keyword(s):  
High School Dropouts ◽  
National Sample ◽  
Mathematics Assessment ◽  
National Council ◽  
School Dropouts ◽  
National Assessment ◽  
The Status ◽  
Cooperative Project ◽  
Types Of Information ◽  
Academic Year

In this issue, which focuses on evaluation in mathematics education, it is both timely and appropriate to consider the status of the first assessment of mathematics conducted by the National Assessment of Educational Progress (NAEP). During the 1972–73 academic year, a national sample of 9-year-olds, 13-yearolds, 17-year-olds (including high school dropouts and early graduates), and young adults between the ages of 26 and 35 were assessed to determine their levels of attainment in certain mathematical knowledges and skills. National Assessment is now in the process of analyzing the mathematics data and has begun work on a cooperative project with the National Council of Teachers of Mathematics (NCTM) to consider the interpretations and curricular implications of the mathematics results. The purpose of this article is to explain how NAEP's mathematics assessment differs from the usual normreferenced testing programs and to preview what types of information will result from the assessment data.

Results and Implications of the NAEP Mathematics Assessment: Secondary School

1975 ◽  
Vol 68 (6) ◽  
pp. 453-470
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Dropouts ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
School Dropouts ◽  
National Assessment ◽  
Mathematical Concepts ◽  
Academic Year

During the 1972-73 academic year. the National Assessment of Educational Progress (NAEP) conducted its first assessment in mathematics. Representative national samples of 9-year-olds, 13-year-olds, 17-year-olds (including high school dropouts and early graduates), and adults between the ages of 26 and 35 were assessed to determine their levels of attainment in mathematical concepts and skills.

Brief Reports: An Examination of Relationships between the 1990 NAEP Mathematics Items for Grade 8 and Selected Themes from the NCTM Standards

1993 ◽  
Vol 24 (2) ◽  
pp. 159-167
Author(s):  
Edward A. Silver ◽  
Patricia Ann Kenney
Keyword(s):  
Educational Achievement ◽  
State Level ◽  
National Sample ◽  
Subject Area ◽  
Mathematics Assessment ◽  
National Assessment ◽  
Nctm Standards ◽  
The Status ◽  
Subject Areas ◽  
Grade 8

For about 20 years, the National Assessment of Educational Progress (NAEP) has reported on the status and progress of U.S. educational achievement in a variety of subject areas, including mathematics (Mullis, 1990). The 1990 NAEP mathematics assessment, which was the fifth in this subject area, was different from the previous four assessments in some important ways. For example, the 1990 NAEP assessment was the first NAEP for which it was possible to report state-level results for those states willing to participate. In fact. the 1990 NAEP consisted of two tests: one given to a national sample at grades 4, 8, and 12 as in prior assessments, and the other given only at grade 8 to a different sample drawn specifically for the stateby-state reporting of results.

Profiling the Canadian High School Teacher-Coach: A National Survey

2016 ◽  
Vol 3 (2) ◽  
pp. 145-155 ◽  
Author(s):  
Martin Camiré ◽  
Meredith Rocchi ◽  
Kelsey Kendellen
Keyword(s):  
High School ◽  
School Administrators ◽  
School Teacher ◽  
High School Teacher ◽  
Work Conditions ◽  
National Sample ◽  
Small Samples ◽  
The Status ◽  
Canadian Provinces ◽  
Academic Year

Each academic year, a large number of teachers voluntarily assume coaching positions in Canadian high schools and thus undertake the dual role of teacher-coach. To date, much of the scholarship on teacher-coaches has been conducted with small samples of participants and as such, the conclusions that can be drawn about the status of the Canadian teacher-coach are limited. The purpose of the current study was to profile the Canadian high school teacher-coach using a national sample. A total of 3062 teacher-coaches (males = 2046, 67%) emanating from all Canadian provinces and territories completed a questionnaire examining personal background and work conditions. Results indicated that aspects of teacher-coaches’ personal background significantly influenced the benefits and challenges they perceived from coaching as well as the recommendations they suggested to improve their coaching experience. The recommendations put forth by the teacher-coaches to improve their work conditions must be earnestly considered by school administrators to ensure the long-term viability of the Canadian high school sport system, which is largely sustained by dedicated volunteers.

What Are the Chances of Your Students Knowing Probability?

1981 ◽  
Vol 74 (5) ◽  
pp. 342-344
Author(s):  
Thomas P. Carpenter ◽  
Mary Kay Corbitt ◽  
Henry S. Kepner ◽  
Mary Montgomery Lindquist ◽  
Robert E. Reys
Keyword(s):  
Mathematics Curriculum ◽  
Age Groups ◽  
Mathematics Assessment ◽  
National Council ◽  
National Assessment ◽  
Independent Events ◽  
Key Concepts ◽  
Compound Events ◽  
Sampling Procedures ◽  
Data Representative

Current recommendations for the mathematics curriculum identify probability as a critical basic skill area (National Council of Supervisors of Mathematics 1978; National Council of Teachers of Mathematics 1980). The results of the second mathematics assessment of the National Assessment of Educational Progress (NAEP) suggest that this area has been neglected in mathematics instruction. In an effort to summarize the findings, we will discuss the probability exercises within three key concepts: probability of an event, probability of independent events, and probability of compound events. There were seven, three, and five exercises, respectively, within these key concepts, but only results from a few of them will be mentioned. These results reflect the performance of 13- and 17-year-olds. The sampling procedures included between twenty-two hundred and twenty-four hundred students at each age and provide data representative of both age groups nationwide.

Sex-related Differences in Mathematics: Results from National Assessment

1981 ◽  
Vol 74 (7) ◽  
pp. 554-559 ◽  
Author(s):  
Elizabeth Fennema ◽  
Thomas P. Carpenter
Keyword(s):  
National Sample ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment ◽  
Specific Content ◽  
Content Areas ◽  
Cognitive Levels ◽  
Representative National Sample ◽  
Insight Into

The second mathematics assessment of the National Assessment of Educational Progress provides new insight into the problems of sex-related differences in mathematics. Information about course taking and achievement in specific content areas and at different cognitive levels is available from a representative national sample of over 70 000 9-, 13-, and 17-year-olds. The purpose of this article is to report the sex-related differences that were found in this assessment and to explore the significance of these differences.

Influence of Paid Work on the Well-Being of High School Dropouts During Emerging Adulthood

2010 ◽  
Author(s):  
Kelly B. Graling ◽  
Hillary J. Hurst ◽  
Sophie Higgins ◽  
Joan H. Liem
Keyword(s):  
High School ◽  
Emerging Adulthood ◽  
High School Dropouts ◽  
Well Being ◽  
Paid Work ◽  
School Dropouts

Stochastic Approximation Methods for Latent Regression Item Response Models

2010 ◽  
Vol 35 (2) ◽  
pp. 174-193 ◽  
Author(s):  
Matthias von Davier ◽  
Sandip Sinharay
Keyword(s):  
Item Response ◽  
Stochastic Approximation ◽  
Latent Variable ◽  
Reading Assessment ◽  
Mathematics Assessment ◽  
National Assessment ◽  
Variable Model ◽  
Response Models ◽  
Item Response Models ◽  
Latent Regression

This article presents an application of a stochastic approximation expectation maximization (EM) algorithm using a Metropolis-Hastings (MH) sampler to estimate the parameters of an item response latent regression model. Latent regression item response models are extensions of item response theory (IRT) to a latent variable model with covariates serving as predictors of the conditional distribution of ability. Applications to estimating latent regression models for National Assessment of Educational Progress (NAEP) data from the 2000 Grade 4 mathematics assessment and the Grade 8 reading assessment from 2002 are presented and results of the proposed method are compared to results obtained using current operational procedures.

scholarly journals An Exploratory Study of Students’ Indiscipline at Islamic University in Uganda

2021 ◽  
Vol 3 (1) ◽  
pp. 87-95
Author(s):  
Amina Hassan
Keyword(s):  
Survey Design ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Law Faculty ◽  
The Status ◽  
School Rules ◽  
The Common ◽  
Faculty Of Education ◽  
The University ◽  
Academic Year

The study explored the common students’ indiscipline at Islamic University in Uganda. The study was quantitative and a cross-sectional survey design was used. The population of the study was 3,486 registered students in the academic year 2019/2020. They were selected from the Faculty of Education, Faculty of Management Studies, Faculty of Law, Faculty of Social Sciences, and Faculty of Science. A sample of 265 respondents was selected for the study using proportionate and random sampling. The mean score was computed to analyse the data. To conclude, the point range of the arithmetic mean was considered. The study found that the common indiscipline among learners in IUIU included disrespect to teachers and school rules and regulations, theft, and irregular attendance. The study recommended IUIU administration improves staff remuneration to change the status of the teachers. Furthermore, the administration needs to tighten security in the university and residents need to take care of their property to avoid theft. The researcher also recommended that a study should be carried out to find out the cause of students’ irregular attendance

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