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Persky Hilary R., Daane Mary C. & Jin Ying (2003). The Nation's Report Card : Writing 2002. Washington : US Department of Education, Institute of Education Sciences, National Center for Education Statistics, n° NCES 2003-529. En ligne : <http://nces.ed.gov/nati ... 002/2003529.asp#pdflist>.
Added by: Marie Musset (01 Feb 2011 12:36:01 Europe/Paris) Last edited by: Agnès Cavet (10 May 2011 08:55:31 Europe/Paris) |
| Resource type: Government Report/Documentation BibTeX citation key: Persky2003  |
Categories: General Keywords: écriture, États-Unis, production écrite Creators: Daane, Jin, Persky Publisher: US Department of Education (Washington) |
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| URLs http://nces.ed.gov ... 003529.asp#pdflist |
| Abstract |
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The National Assessment of Educational Progress (NAEP) is an ongoing nationally representative sample survey of student achievement in core subject areas. Authorized by Congress and administered by the National Center for Education Statistics (NCES) within the Institute of Education Sciences of the U.S. Department of Education, NAEP regularly reports to the public on the educational progress of fourth-, eighth-, and twelfth-grade students. This report presents the results of the NAEP 2002 writing assessment for the nation at grades 4, 8, and 12 and for participating states and other jurisdictions at grades 4 and 8. Assessment results are described in terms of their average writing score on a 0?300 scale and in terms of the percentage of students attaining each of three achievement levels: Basic, Proficient, and Advanced. The achievement levels are performance standards adopted by the National Assessment Governing Board (NAGB) as part of its statutory responsibilities. The achievement levels are a collective judgment of what students should know and be able to do for each grade tested. As provided by law, NCES, upon review of a congressionally mandated evaluation of NAEP, determined that the achievement levels are to be considered developmental and should be interpreted with caution. However, both the Commissioner and the Board believe that these performance standards are useful for understanding trends in student achievement. They have been widely used by national and state officials, as a common yardstick of academic performance. The results presented in this report are based on representative samples of students for the nation and for participating states and other jurisdictions. Approximately 276,000 students from 11,000 schools were assessed. The national results reflect the performance of students attending both public and nonpublic schools, while the state and jurisdiction results reflect only the performance of students attending public schools. Information about writing achievement for students in selected urban school districts is presented in the NAEP 2002 Trial Urban District Assessment of writing.1 In addition to providing average scores and achievement level performance in writing for the nation and states and other jurisdictions, this report provides results for subgroups of students defined by various background characteristics. A summary of major findings from the NAEP 2002 assessment is presented on the following pages. Comparisons are made to national results from the 1998 assessment. The NAEP 1998 writing assessment was not administered at the state/jurisdiction level at grade 4; therefore, state-level comparisons are presented only for grade 8. Changes in student performance across years or differences between groups of students in 2002 are discussed only if they have been determined to be statistically significant at the 0.05 level. Added by: Marie Musset Last edited by: Agnès Cavet |