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Prior to 2005, mathematics items were classified by mathematical ability. Ability describes three types of knowledge or processes required for a student to successfully respond to a question: conceptual understanding; procedural knowledge; and problem solving. Beginning in 2005 when updates to the framework were introduced, items were classified by complexity, which focuses on the cognitive demands of a question.

When updates to the mathematics framework were made in 2005, mathematics items were classified by complexity: low, moderate, or high. Complexity focuses on the cognitive demands of a question. It deals with what the students are asked to do in a task. For example, at the low level, a student may be asked to recall a property while at the moderate level, a student may be asked to make a connection between two properties. At the high level, an item may ask students to analyze the assumptions made in a mathematical model. Prior to 2005, items were classified by mathematical ability, which requires conceptual understanding, procedural knowledge, and problem solving.

Difficulty is a measure of student performance on a question. Multiple-choice or constructed-response questions scored either right or wrong are rated “easy” if answered correctly by 60 percent or more of students, “medium” if answered correctly by 40 to 59 percent, or “hard” if answered correctly by fewer than 40 percent.

The 2005 framework replaced the dimensions of mathematical ability and power (which require inferences about the skill, knowledge, and background of the students responding to the item) with the dimension of mathematical complexity (which describes the mathematical expectations of an item).

Main NAEP assessments measure student performance for the nation at grades 4, 8, and 12 and in selected subjects for states at grades 4 and 8. Long-term trend assessments measure performance for the nation over time for students ages 9, 13, and 17. While the content of main NAEP assessments is updated periodically, the content of long-term trend assessments remains relatively constant.

Main NAEP assessments measure student performance for the nation at grades 4, 8, and 12 and in selected subjects for states at grades 4 and 8. Long-term trend assessments measure performance for the nation over time for students ages 9, 13, and 17. While the content of main NAEP assessments are updated periodically, the content of long-term trend assessments remains relatively constant.

Main NAEP assessments are administered in a variety of academic subjects. Long-term trend results are available in reading and mathematics.

Most assessments are conducted at all three grades. Some questions may be given at more than one grade level. For example, 4(8) in the grade column indicates the question was in both the grade 4 and grade 8 assessment.

Long-term trend assessments are conducted at three age levels: 9, 13, and 17. Some questions may be given at more than one age level. For example, 9(13) in the age column indicates the question was in both the age 9 assessment and the age 13 assessment.

The year indicated in the tool specifies the year in which the question was last used and released. Note: When there have been changes in a subject's framework, it may not be possible for the user to select all years for that subject.

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Last updated June 15, 2007

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