The New NAEP Reading Framework and Specifications

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The New NAEP Reading Framework and Specifications

• Mary Crovo, NAGB

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The NAEP Reading Framework

• Contract Timeline
• September 2002 to August 2004
• Process
• Extensive, broad based review
• State input through numerous forums
• Trend
• NEW NAEP reading trend at grades 4, 8, and
  12

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Key Features of the New NAEP Reading Framework

• Is based on scientific research, international
  reading assessments, and exemplary state
  standards
• Does not advocate an instructional approach for
  reading
• Is consistent with NCLB requirements for NAEP
• Calls for testing of vocabulary in a systematic
  way and for reporting information on students
  vocabulary knowledge

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Key Features (cont.)

• Calls for all new reading items, using high
  quality literature and informational text
• Endorses separate subscales for literary and
  informational text, consistent with international
  reading assessments
• Tests poetry at all grades--even 4th grade
• Includes preliminary achievement level
  descriptions for reading

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Key Features (cont.)

• Provides for appropriate accommodations, for IEP
  and ELL students
• Endorses a cross-grade scale to report NAEP
  reading scores
• Includes detailed matrices in the Framework to
  illustrate text types and cognitive targets
• Provides a glossary of key terms used in the
  Framework

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Parameters Set by NAGB (FW p. 1)

• Parameters set by NAGB for the NAEP Reading
  Assessment
• The exam will test reading comprehension in
  English.
• NAEP reading passages and items cannot be read
  aloud to students as a testing accommodation.
• The Reading Framework cannot endorse a particular
  instructional approach for teaching reading.

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Definition of Reading (FW p. 2)

• Reading is an active and complex process
• that involves
• understanding written text
• developing and interpreting meaning and
• using meaning as appropriate to type of text,
  purpose, and situation

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Comparison of Current New Reading Frameworks
(FW p. 14)
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Passage Distribution (FW p. 11)
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Types of Text

• Literary
• Fiction
• Literary Nonfiction
• Poetry
• Informational
• Exposition
• Argumentation and Persuasive Text
• Procedural Text and Documents

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Cognitive Targets (FW p. 40)

• Locate/Recall
• Integrate/Interpret
• Critique/Evaluate
• Cognitive targets are defined for literary and
  informational text

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Distribution of Cognitive Targets by Grade(FW
p. 41)
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Distribution of Item Types by Grade (FW p.
42)
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Implementing theNew NAEPReading Framework

• Jay Campbell, ETS

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Reporting Goals

• Composite Comprehension Scale
• Literary Subscale
• Informational Subscale
• Vocabulary Results
• Cross-Grade Scale
• National and State Results

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Assessment Design

• Assessment is constructed of 25-minute blocks.
• Each block consists of a reading passage(s) and
  approximately 10-12 questions.
• Assessment includes a combination of
  multiple-choice and constructed-response
  questions.
• Each student receives two 25-minute blocks.

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Assessment Design
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Student Assessment Booklet
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Vocabulary Design

• Cross-Grade Results
• State-by-State Results
• Vocabulary items contribute to literary and
  informational subscales.
• Vocabulary results are not part of composite
  comprehension scalethey are reported separately.

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Vocabulary Design

• Each reading block contains at least 2 embedded
  vocabulary items.
• Approximately 4 vocabulary items per student
• Two vocabulary-enhanced blocks are spiraled in
  with reading blocks at each grade.

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Vocabulary-Enhanced Blocks

• Most students would receive two regular reading
  blocks.
• A few students in each session would receive one
  regular reading block one vocabulary-enhanced
  block.
• No student would receive two vocabulary-enhanced
  blocks.
• Vocabulary-enhanced blocks will contain two
  half-blocks approximately 5 items each.

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Example of Reading Block25 minutes
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Example of Vocabulary-Enhanced Block25
minutesHalf-Block
Half-Block
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Reading Design with Vocabulary-Enhanced (VE)
Blocks
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Milestones for Grade 12 2007 Assessment