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Exploring Validity of NAEP: Multiple Approaches and Perspectives

Sun, April 14, 7:45 to 9:15am, Convention Center, Floor: Fourth, Terrace Ballroom III

Session Type: Coordinated Paper Session

Abstract

As the largest nationally representative, continuing evaluation of the condition of education in the United States, the primary purpose of the National Assessment of Educational Progress (NAEP) is to measure the educational achievement and progress of the nation’s students at established grades and ages. To achieve this purpose, ensuring validity in NAEP is imperative. This coordinated session presents 4 recent research studies to provide validity evidence for NAEP. The first study explores potential differential functioning in NAEP at the test level, aiming to provide important new insights into the validity and fairness of NAEP. The second study investigates measurement invariance of NAEP noncognitive indices across assessment years, applying the updated guidelines by Wu & Estabrook and the region of measurement equivalence method. The third study examines speededness in NAEP, by evaluating the effects of speededness on IRT estimation and group ability estimates and explores empirical guidelines to evaluate test speededness. The last study addresses validity in the context of Socioculturally Responsive Assessment, an ongoing quest to advance equity and fairness in educational assessment, by exploring how a reading passage from NAEP that is culturally relevant for Hispanic students is related to the performance of Hispanic students and other student subgroups.

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