Reading Framework for the 2015 National Assessment of Educational Progress

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  • Additional Information
    • Availability:
      National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. Tel: 202-357-6938; Fax: 202-357-6945; Web site: http://www.nagb.org
    • Peer Reviewed:
      N
    • Source:
      86
    • Contract Number:
      ED02R0007
    • Education Level:
      Elementary Secondary Education
      Elementary Education
      Grade 4
      Intermediate Grades
      Grade 8
      Junior High Schools
      Middle Schools
      Secondary Education
      High Schools
      Grade 12
    • Subject Terms:
      Reading Skills; Critical Reading; National Competency Tests; Elementary Secondary Education; Grade 4; Grade 8; Grade 12; Reading Tests; Cognitive Processes; Multiple Choice Tests; Student Evaluation; Fiction; Nonfiction; Poetry; Reading Achievement; Reading Comprehension; Reading Programs; Interpretive Skills; Literacy; Vocabulary; Educational Legislation; Federal Legislation
    • Subject Terms:
      United States
    • Subject Terms:
      No Child Left Behind Act 2001
    • Subject Terms:
      National Assessment of Educational Progress
    • Abstract:
      As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in reading various texts and responding to those texts by answering multiple-choice and constructed-response questions. The information NAEP provides about student achievement helps the public, educators, and policymakers understand strengths and weaknesses in student performance and make informed decisions about education. This document, the "Reading Framework for the 2015 National Assessment of Educational Progress," presents the conceptual base for, and discusses the content of, the assessment. This framework recognizes that reading behaviors such as recognizing and using features of text, making sense of sentences and paragraphs, and comprehending vocabulary occur regardless of text type. The framework includes the following cognitive targets, or behaviors and skills, for items from both literary and informational texts: locate/recall, integrate/interpret, and critique/ evaluate. These cognitive targets illustrate the complex nature of the reading process whereas the corresponding behaviors highlight the different behaviors elicited by different text types. [For the "2015 Abridged Reading Framework for the National Assessment of Educational Progress," see ED604435.]
    • Abstract:
      ERIC
    • Publication Date:
      2020
    • Accession Number:
      ED604434