Study Design and the Data Collection PlanThe study design determines the schedule of data collection activities and the general structure of the data collection operational plan. Aspects of this design include:
With the exception of small pilot tests of computer administration, NAEP assessments are given in a pencil-and-paper format to sampled students in person by a trained administrator during the school day. Questionnaires are used to obtain information regarding the characteristics of teachers and schools and the inclusion of students in the assessment. Each assessment cycle includes one or more of these types of NAEP assessments:
The general structure of the data collection plan is similar regardless of the types of assessments included in a particular year, although there may be differences in the schedule, the staffing plan, and some procedures. Generally, assessments and field tests are conducted simultaneously. Some field tests and special studies are administered on a school's NAEP assessment day but separately from the assessments, while others must be administered on days other than the NAEP assessment day. Prior to 2002, NAEP used a two-pronged approach to data collection: main national and long-term-trend national components, pilot and field tests, and special studies were administered by NAEP field staff, while the state component was administered by state personnel under the oversight of NAEP. Therefore, NAEP trained two different staffs (one national, one state) with distinct missions to conduct these components. Provisions of Public Law 107-110 (No Child Left Behind Act of 2001) resulted in substantial changes to the conduct of assessments beginning with the 2002 assessment year. These changes are summarized as follows:
With mandatory public school participation and NAEP staff administration of the state component, the state and national school samples and field staff could be, and were, combined beginning in 2002. Last updated 02 October 2008 (KL) |