Estimating the Percentage of Students Who Were Tested on Cognitively Demanding Items Through the State Achievement Tests
Download eBook for Free
Full Document
| Format | File Size | Notes |
|---|---|---|
| PDF file | 2 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
Summary Only
| Format | File Size | Notes |
|---|---|---|
| PDF file | 0.2 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
The William and Flora Hewlett Foundation's Education Program initiated a new strategic initiative in 2010 that focuses on students' mastery of core academic content and their development of deeper learning skills (i.e., critical-thinking, problem-solving, collaboration, communication, and learn-how-to-learn skills). The Foundation would like to track the extent to which U.S. students are assessed in a way that emphasizes deeper learning skills during its 2010–2017 Deeper Learning Initiative. This report presents the results of a project to estimate the percentage of U.S. elementary and secondary students being assessed on deeper learning skills through statewide mathematics and English language arts achievement tests at the beginning of the Deeper Learning Initiative.
Table of Contents
Chapter One
Introduction
Chapter Two
Identifying Tests for Analysis
Chapter Three
Choosing a Framework to Analyze the Cognitive Rigor of State Tests
Chapter Four
Examining the Rigor of State Achievement Tests in Targeted States
Chapter Five
Estimating the Percentage of U.S. Elementary and Secondary Students Assessed on Deeper Learning Through State Achievement Tests
Appendix A
Exemplary Test Items at Each DOK Level
Appendix B
Percentage of Released State Test Items Rated at Each DOK Level, by Subject, State, and Grade Level
The research described in this report was prepared for the William and Flora Hewlett Foundation and was conducted by RAND Education, a unit of the RAND Corporation.
This report is part of the RAND Corporation Working paper series. RAND working papers are intended to share researchers' latest findings and to solicit informal peer review. They have been approved for circulation by RAND but may not have been formally edited or peer reviewed.
This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited; linking directly to this product page is encouraged. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial purposes. For information on reprint and reuse permissions, please visit www.rand.org/pubs/permissions.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.