As the school coordinator, you are the liaison for all NAEP assessment activities in your school. Thank you in advance for your help preparing for this important assessment.
The School Coordinator is the single point of contact for all matters pertaining to the NAEP assessment. This person works with the NAEP field staff and the Office of Public Instruction (OPI) in preparing for assessment day. The School Coordinator should be someone with access to information about all students in the school and will need to complete the following pre-assessment activities:
- The School Coordinator should have some uninterrupted blocks of time to complete online activities and speak with their NAEP field representative. The OPI estimates that these pre-assessment activities will take approximately 8 hours to complete for each school depending on the school size, the basic level of preparedness, and the familiarity he/she has with the AMS online platform.
- The School Coordinator should be comfortable using computers since all assessment preparation activities will be completed via the AMS online platform.
- The School Coordinator should have familiarity with how each sampled student participates in statewide assessments or the ability to acquire student information, such as birth dates, demographic information (e.g. gender, race/ethnicity designations, eligibility for free/reduced lunch, and LEP/IEP status), and student enrollment status.
- The School Coordinator should have knowledge of how to obtain and provide detailed information about each sampled student’s testing accommodation needs and considerations.
- The School Coordinator should inform students' parents/guardians about the assessment and work with school staff to ensure a high rate of student participation in the assessment.
- The School Coordinator should be present on assessment day to work with the NAEP field representative and answer questions.
Each school participating in NAEP will designate a Technology Coordinator to prepare for the assessment's technology requirements. The NAEP representatives' goal is to connect the NAEP-provided devices to the school's Wi-Fi for the assessment. The technology coordinator is to support the NAEP School Coordinator by providing information to determine if this connection is possible before the assessment. Using the Assessment Management System (AMS), the technology coordinator will complete the Internet Connectivity Survey and add URLs to the safe senders list.
What do teachers say about NAEP?
This short video has educators explaining the importance of NAEP, the relevance of NAEP and how it applies to teachers.
Visit the Nation's Report Card to access:
- NAEP Question Tools (NQT) for Teachers. Create your own NAEP test and see what students know and can do. NAEP Question Tools for Teachers Brochure
- NAEP Item Maps for Teachers. Item maps help to illustrate what students know and can do in NAEP subject areas by positioning descriptions of individual assessment items along the NAEP scale at each grade level. An item is placed at the point on the scale where students are more likely to give successful responses to it. The descriptions used in NAEP item maps focus on the knowledge and skills needed to respond successfully to the assessment item. NAEP Item Maps for Teachers Brochure
- Test yourself. Try sample questions in a variety of subjects for yourself. At the end of the quiz, see how students across the nation performed.
- Interactive Computer Tasks (ICTs).These tasks presented students with computer-based environments where students were asked to solve authentic scientific problems. There are nine released ICTs available to the public.
- Hands-On Tasks (HOTs). These tasks gave students real-world contexts where students were asked to demonstrate how well they are able to plan and conduct scientific investigations, reason through complex problems, and apply their scientific knowledge. There are three released HOTs available to the public.
The “What Every Parent Should Know About NAEP” video and brochure explains eight things parents should know about NAEP such as (1) What is NAEP? (2) How is NAEP different? (3) How was my child selected? (4) Are students with disabilities included? (5) Are the data confidential? (6) Can I see the results? (7) How does my state measure up? (8) How can I see sample questions?
Learn More About NAEP
Introducing NAEP to Students
Montana Federal of Public Employees (MFPE) Conference
Conference Presenter Name: Shantel Niederstadt, NAEP State Coordinator
Session Title: Tools for the Data-Driven Classroom
Session Description: Using Data Tools on The Nation's Report Card learn how to use assessment data to make informed decisions about student's knowledge. Students have different backgrounds and experiences. Data Tools provide the opportunity to fill gaps in students' subject knowledge to be better prepared for learning.
Session Date: 10/18/19
Session Time: 4:00-4:50 pm
Session Location: Belgrade High School, Belgrade, MT
Fourth Annual Montana Data Use Culture Conference
Conference Presenter Name: Shantel Niederstadt, NAEP State Coordinator
Session Title: The NAEP Data Explorer
Session Description: This session will introduce participants to the NAEP Data Explorer (NDE), sometimes referred to as a NAEP data warehouse. The NDE is a powerful tool to help analyze the large amount of data available from various NAEP assessments. With the NDE, participants will discover how to create statistical tables, chart and maps to help find answers. Explore the results of decades of assessment of students' academic performance, as well as information about factors that may be related to their learning. The NDE provides national and state results in 10 subject areas, including mathematics, reading, writing and science. Results have been produced for the national and participating states and jurisdictions since 1990. Participants will focus on how to further explore jurisdiction performance on NAEP, as well as to improve participants understanding of NAEP results. There are many demographic variables available for analysis. In addition to all students, results are generally available by gender, race/ethnicity, disability status, status as an English language learner and eligibility for the national school lunch program. NAEP reports results in a variety of statistics: average scale scores, achievement level percentages, percentages, and even percentiles and standard deviations.
Session Date: 9/16/19
Session Time: 3:40-4:30 pm
Session Location: Delta Hotels, Helena, MT
OPI Assessment and Data Conference
Presenter Name: Shantel Niederstadt, NAEP State Coordinator
Session Title: NAEP 2019: A Big Year
Session Description: This session consists of an overview of NAEP (National Assessment of Educational Progress) 2019. In order to have a successful NAEP experience, it's important to learn all the components of the assessment. Be proactive and learn about the one assessment given across the nation. This year there were over 300 schools selected. Come and learn more about what's in store for your school. If your school wasn't selected this year, then there is always next year.
Session Date: 1/14/19
Session Time: 1:15-2:05 pm
Session Location: Aspen Room
PIRLS is an international assessment and research project designed to measure reading achievement at the fourth grade, as well as school and teacher practices related to reading instruction. PIRLS was assessed in 2001, 2006,and 2016, with the United States participating in all past assesments. In 2016, PIRLS involved students from over 58 countries, including the United States. For the first time PIRLS also included an innovative assessment of online reading called ePIRLS.
PIRLS provides a unique opportunity to compare the reading, knowledge, and skills of U.S. fourth-grade students with that of their peers in countries around the world. PIRLS complements what we learn from national assessments by identifying the strengths and weaknesses of student performance relative to students around the world. The results inform national discussions about education as well as international competitiveness.
PIRLS provides valuable benchmark information on how U.S. students compare to students around the world, allows educators and policymakers to examine other education systems for practices that could have application to the United States, and contributes to ongoing discussions of ways to improve the quality of education for all students.
Moreover, by participating in PIRLS 2016, the United States will obtain data about changes in children’s reading achievement over the past 15 years, including valuable information about changes in reading instruction, how those changes relate to students’ performance in reading, and about home, school, and class room influences on reading achievement. PIRLS 2021 will offer the PIRLS assessment of literacy and informational reading in a digital format, presenting reading passages and items an in engaging and visually attractive experience that will motivate students and increase operational efficiency.
For more information, visit https://timssandpirls.bc.edu/pirls2021/index.html
Every three years PISA assesses the performance of 15-year-old students from all over the world in reading, mathematics and science with additional studies of collaborative problem solving and financial literacy. The tests are designed to gauge how well the students master key subjects in order to be prepared for real-life situations in the adult world. Why choose 15-year-olds? Because in most countries, at the age of 15, students can decide whether or not they want to continue their education. They therefore need to be equipped for adult life. PISA publishes the results of the test a year after the students are tested to help governments shape their education policy. PISA cycles are referred to by the year in which the students were tested. Therefore PISA 2018 means the students were tested in the year 2018, PISA 2015, in the year 2015 and so forth.
Over half a million 15-year-olds from 80 countries and economics took the PISA test in 2018. They were tested in reading, mathematics and science with a focus on reading. In addition, students in some countries took tests on financial literacy and on global competence. Results were released on December 3, 2019.
For more information, visit http://www.oecd.org/pisa/.
Resources:
TIMSS is an international assessment and research project designed to measure trends in mathematics and science achievement at the fourth- and eighth-grade levels as well as school and teacher practices related to instruction. Since 1995, TIMSS has been administered every 4 years. TIMSS 2019, the seventh study in the series, involved students from more than 60 countries, including the United States. In 2019, for the first time, TIMSS was a digitally based assessment administered on supplied tablets. A subset of students took a paper-and-pencil TIMSS in order to bridge the study to TIMSS 2015 and prior TIMSS. The assessment contained a mix of questions; some required students to select appropriate responses, while others required that students solve problems and provide written answers.
TIMSS provides a unique opportunity to compare U.S. students' math and science knowledge and skills with that of their peers in countries around the world. TIMSS complements what we learn from national assessments by identifying the strengths and weaknesses of student performance. The results inform national discussions about education as well as international competitiveness.
For more information, visit https://surveys.nces.ed.gov/TIMSS.
Resources: