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The National Assessment of Educational Progress (NAEP) is the nation's only ongoing survey of what students know and can do in various academic subject areas. This report summarizes the results of the 1998 NAEP civics assessment for the nation. The results are based on an assessment of students at grade 4, grade 8, and grade 12. Students' performance is described in terms of their average civics score on a 0 to 300 scale and in terms of the percentage of students attaining each of three achievement levels: (1) basic; (2) proficient; and (3) advanced. The achievement levels are performance standards adopted by the National Assessment Governing Board (NAGB) as part of its statutory responsibilities. In addition to providing average scores and achievement level performance for the nation, this report also provides results for subgroups of students defined by various background and contextual characteristics. Further, the report explores relationships between selected teacher and classroom activities and student performance. The chapter titles include: (1) "Average Scale Score and Achievement Level Results for the Nation"; (2) "Average Civics Scale Score Results for Selected Subgroups"; (3) "Civics Achievement Level Results for Selected Subgroups"; (4) "Contexts for Learning Civics: School/Teacher Policies and Practices"; and (5) "Contexts for Learning Civics: Classroom Practices and Student Variables." The appendices include an overview of procedures used in the assessment, standard errors, and a list of the members of the NAEP civics development and standing committees. (LB)

Descriptors: Academic Achievement, Academic Standards, Civics, Curriculum Based Assessment, Elementary Secondary Education, Evaluation Methods, Grade 12, Grade 4, Grade 8, Knowledge Level, National Competency Tests, Program Evaluation, Standardized Tests, Student Evaluation, Tables (Data)

U.S. Department of Education (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: .









Autor: Lutkus, Anthony D.; Weiss, Andrew R.; Campbell, Jay R.; Mazzeo, John; Lazer, Stephen

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11518&id=ED435583







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