LEADER 05763oam 22007815 450 001 9910818869903321 005 20200520144314.0 010 $a1-281-11323-9 010 $a9786611113230 010 $a0-8213-7259-9 024 7 $a10.1596/978-0-8213-7258-6 035 $a(CKB)1000000000481523 035 $a(EBL)459487 035 $a(OCoLC)609845427 035 $a(SSID)ssj0000106675 035 $a(PQKBManifestationID)11141532 035 $a(PQKBTitleCode)TC0000106675 035 $a(PQKBWorkID)10110509 035 $a(PQKB)11149074 035 $a(MiAaPQ)EBC459487 035 $a(Au-PeEL)EBL459487 035 $a(CaPaEBR)ebr10202649 035 $a(CaONFJC)MIL111323 035 $a(The World Bank)141852469 035 $a(The World Bank)ocn141852469 035 $a(US-djbf)14868017 035 $a(EXLCZ)991000000000481523 100 $a20070529d2008 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aAssessing national achievement levels in education /$f[edited by] Vincent Greaney and Thomas Kellaghan 210 1$aWashington, DC :$cWorld Bank,$d[2008] 210 4$dcopyright 2008. 215 $axiv, 161 pages $cillustrations ;$d26 cm 225 0 $aNational assessments of educational achievement ;$vv. 1 300 $aDescription based upon print version of record. 311 $a0-8213-7258-0 320 $aIncludes bibliographical references. 327 $aCONTENTS; PREFACE; ACKNOWLEDGMENTS; ABBREVIATIONS; 1. INTRODUCTION; 2. NATIONAL ASSESSMENTS OF STUDENT ACHIEVEMENT; Box 2.1 Ethiopia: National Assessment Objectives; Box 2.2 Examples of Questions Addressed by Vietnam's National Assessment; Box 2.3 Main Elements of a National Assessment; Table 2.1 Differences between National Assessments and Public Examinations; 3. WHY CARRY OUT A NATIONAL ASSESSMENT?; Figure 3.1 The Achievement Gap in the United States for Nine-Year-Old Students: NAEP Reading Assessment, 1971-99 327 $aFigure 3.2 Percentages of Fourth Grade Students at or above "Proficient" in Reading, NAEP 1992-20034. DECISIONS IN A NATIONAL ASSESSMENT; Box 4.1 Proposed NSC Membership in Sierra Leone; Table 4.1 Options for Implementing a National Assessment; Table 4.2 Advantages and Disadvantages of Census-Based Assessment to Hold Schools Accountable; Table 4.3 PIRLS Reading Comprehension Processes; Box 4.2 Examples of Multiple-Choice Items; Box 4.3 Examples of Open-Ended Items; Figure 4.1 Mean Percentage Correct Scores for Students' Mathematics Performance, by Content Area, Lesotho 327 $aTable 4.4 Percentage Achieving Goal or Mastery Level by Grade, Connecticut, 2006Table 4.5 Bodies with Primary Responsibility for Decisions in a National Assessment; 5. ISSUES IN THE DESIGN, IMPLEMENTATION, ANALYSIS, REPORTING, AND USE OF A NATIONAL ASSESSMENT; 6. INTERNATIONAL ASSESSMENTS OF STUDENT ACHIEVEMENT; Table 6.1 Comparison of TIMSS and PISA; Table 6.2 Percentage of Students Reaching TIMSS International Benchmarks in Mathematics, Grade 8: High- and Low-Scoring Countries; Box 6.1 South Africa's Experience with International Assessments; 7. CONCLUSION; APPENDIX A. COUNTRY CASE STUDIES 327 $aTable A.2.1 Percentages and Standard Errors of Pupils at Different Skill Levels in ReadingTable A.2.2 Relationship between Selected Teacher Variables and Mathematics Achievement; Table A.5.1 Background Data and Source in Sri Lankan National Assessment; Table A.5.2 Percentage of Students Achieving Mastery in the First Language, by Province; Table A.7.1 Index for Merit Awards for Schools in Chile, 1998-99; Table A.9.1 Percentages of Uganda Grade 3 Pupils Rated Profcient in English Literacy, 2005; Figure A.9.1 Grade 6 Literacy Test Score Distribution in Uganda; APPENDIX B. INTERNATIONAL STUDIES 327 $aTable B.1.1 Target Percentages of the TIMSS 2007 Mathematics Tests Devoted to Content and Cognitive Domains, Fourth and Eighth GradesTable B.1.2 TIMSS Distribution of Mathematics Achievement, Grade 8; Table B.2.1 Percentages of Students Reaching PIRLS Benchmarks in Reading Achievement, Grade 4; Figure B.3.1 Sample of PISA Mathematics Items; Figure B.3.2 PISA Mean Reading Literacy Scores and Reading Subscale Scores; Figure B.3.3 Student Proficiency Levels in PISA Mathematics; Figure B.3.4 Percentage of Students at Each Proficiency Level on PISA Mathematics Scale 327 $aFigure B.3.5 Percentage of Students at Each Proficiency Level on PISA Reading Scale 330 $aThe National Assessments of Educational Achievement Series introduces readers to key concepts and issues related to assessments of student achievement levels. The first volume focuses on policy issues which should be addressed when designing and carrying out a national assessment. It features country case studies, and descriptions of major international and regional assessment programs. The remaining books in the series cover test development, sampling, data cleaning, statistics, report writing and using national assessment results to improve educational quality. 410 0$aWorld Bank e-Library. 606 $aEducational tests and measurements 606 $aEducational evaluation 615 0$aEducational tests and measurements. 615 0$aEducational evaluation. 676 $a371.26/2 701 $aGreaney$b Vincent$01598414 701 $aKellaghan$b Thomas$01592910 801 0$bDLC 801 1$bDLC 801 2$bYDX 801 2$bBAKER 801 2$bBTCTA 801 2$bYDXCP 801 2$bCDX 801 2$bDLC 906 $aBOOK 912 $a9910818869903321 996 $aAssessing national achievement levels in education$93920648 997 $aUNINA