Innovating score reporting of NAEP mathematics results toward improvements in educational access and outcomes

• In Event: Using NAEP Data to Investigate Student Differences in Education

Abstract

Research shows that how education data are presented matters—that certain visualizations can increase the likelihood of attributing score differences between student groups to perceived differences in personal characteristics of the individuals in the groups, rather than to differences in access and resources available to the groups (e.g., Holder & Xiong, 2022; Holder & Padilla, 2024; Davis & Museus, 2019). In this study, we developed eight innovative score-reporting prototypes using grade 8 NAEP mathematics data, co-designing with data visualization, policy, and assessment experts and practitioners. We report findings from initial tests of the prototypes with a 12-member expert panel and two focus groups of education policy professionals. These findings include promising graphical and textual elements of the prototypes that will most likely achieve the project goals of shifting interpretations away from unfounded individual or personal attributions toward more accurate attributions accounting for contextual factors and variations in educational access. These more accurate depictions can inform planning for constructive actions to improve access and outcomes for all students.

Authors

• Marisol Kevelson, Educational Testing Service

• Vinetha Belur, Educational Testing Service

• Katherine Furgol Castellano, Educational Testing Service

• Emily A. Kerzabi, Educational Testing Service