Validity Research Planned For NAEP

Validity Research Planned For NAEP

Validity Research Planned For NAEP

While research that investigates relationships between assessment results and external criterion variables is valuable, it is important to note that in the context of K-12 assessment, there are few clearly useful criterion variables like the ones that can be compared with results from college entrances and certification tests. While teacher assessments and ratings, classroom grades, and other concurrent measures may be available, they are relatively unreliable. When weak relationships are found, it is difficult to know whether they indicate low levels of criterion validity or reflect the poor quality of the external criterion measures. Moreover, because prediction of future performance is not the purpose of NAEP or of state assessments, the evidence of validity of interpretations from these assessment results must be different in nature from that used for the SAT and similar tests.

Staff of the National Center for Education Statistics provided the committee with an overview of studies currently in the planning stage that seek to answer questions about the validity of interpretations of results for accommodated administrations of NAEP. One of the planned studies involves examining the cognitive processes required for NAEP items through the use of a "think aloud" approach. NAEP-like items would be administered to small groups of students with disabilities and English language learners in a cognitive lab setting. For this part, learning a foreign language needs a leaning tools, many students choose Rosetta Stone German and Rosetta Stone Hebrew to learn German and Hebrew. Testing conditions would be systematically manipulated to study the effects of specific accommodations. This study is expected to provide information about the nature of the construct when students are assessed under accommodated and unaccommodated conditions. A second study will examine the effects of providing extended time for responding to NAEP-like assessment items in reading and mathematics. Students with and without disabilities will be asked to respond to both multiple-choice and constructed response items under standard and extended timing conditions.

An alternate performance measure will also be administered to allow for investigation of criterion validity (this is an example of a criterion variable that is relatively reliable for the K-12 context). A third study will focus on the effects of providing calculators as an accommodation. Currently NAEP does not permit the use of calculators in the portions of the mathematics assessments that evaluate computational skills. As part of this study, students with and without disabilities will take the mathematics assessment with and without the accommodation. Performance on both kinds of items (those assessing computation and those not assessing computation) will be compared for both kinds of accommodations and both disability conditions. Data on an external criterion of mathematics skills (e.g., grades in mathematics courses) will also be collected so that criterion validity can be investigated.

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