A Study of NAEP Reading and Writing Frameworks With the Common Core English Language Arts Standards

• In Event: NAEP and the Challenges Presented by a Move to Common Core State Standards

Abstract

This study addresses the relations between the NAEP Reading and Writing Frameworks and the CCSS in English Language Arts (CCSS-ELA) documents, and the relations between NAEP Reading and Writing items and the CCSS-ELA framework. Separate panels of experts in reading and writing examined both the NAEP reading and writing frameworks and the Common Core Standards in English Language Arts.

Overall, the panels were cautiously optimistic that, with attention to specific issues identified in this report and a systematic program of special studies and probe studies to inform future assessments, NAEP could continue to serve as an independent monitor of student achievement in an era of Common Core State Standards. In the area of reading assessment, NAEP should consider revisions related to reading and knowledge building in the disciplines, text selection (including digital texts) and complexity, integration of reading and writing, and assessment of academic vocabulary. In the area of writing, NAEP should consider revisions related to writing in response to text and research, integrating writing into discipline-specific assessments, expanding the use of technology, and providing more extended time for writing to accommodate different types of tasks and conditions.

The panels could not determine, however, the degree of alignment between NAEP and new assessments under development by SBAC and PARCC. This is an important consideration because NAEP’s ability to serve as an independent monitor may be judged by a comparison of student achievement on NAEP with achievement on the new assessments; alternatively, it may be judged by the degree of alignment between NAEP assessments and the framing concepts in the CCSS-ELA documents rather than simply the new assessments. Further, at this point in time, the potential impact of CCSS documents and specific standards on curriculum and assessment is unknown, most especially the integration of reading and writing, technology, and knowledge building in the disciplines. The CCSS documents integrate writing and reading across the disciplines, call for extended writing tasks that involve reading and research, and convey the expectation that students will use technology “strategically and capably.” The extent to which these elements will be operationalized in the new assessments and/or in classroom instruction is not clear, however the panels believe these issues are integral to the next iterations of literacy assessment and to students’ success in their careers and college. Consequently, there will need to be additional studies of the item-to-framework analyses—both an evaluation of new CCSS assessment items to CCSS frameworks and an evaluation of CCSS assessment items to NAEP items.

The panel advises that the CCSS-ELA Reading and Writing Anchor Standards, which are research based and consistent across grade levels, are most consistent with the NAEP Reading and Writing Frameworks in contrast to the CCSS-ELA Grade-level Standards. Further, the panel suggests that NAEP interpret the Anchor Standards broadly and conceptually rather than specifically and procedurally. Because some of the Anchor Standards include multiple parts or specifics that could confound or constrain test development, the panel encourages NAEP to bring a “generous” reading to the Anchor Standards.

Authors

• Karen K. Wixson, University of North Carolina - Greensboro

• Sheila Valencia, University of Washington

• Sandra Murphy, University of California - Davis

• Gary W. Phillips, American Institutes for Research