![]() state an opinion with general support from one section of the text.identify explicit details from the text.find meaning or provide evidence from one of the texts when making a comparison across texts.make a general reference to an appropriate section of the text or provide some support for ideas related to the plot or characters.sequence or categorize events from the story.identify a specific detail to make a simple inference about the characters’ actions, motivations, or feelings, using a single point or multiple points in the text if they are in close proximity.determine the relevant meaning of familiar words using context within the same sentence or paragraph.When reading literary texts such as fiction, poetry, and literary nonfiction, fourth-grade students performing at the Achievement-level descriptions for 1992-2007 are below.įind general information about NAEP achievement levels and the detailed descriptions for other NAEP subjects. Although the descriptions have been updated, the scale score cut points remain the same. ![]() The NAEP achievement-level descriptions were updated in 2009 to reflect the new reading framework. TheĬut score indicating the lower end of the score range for each level is noted in parentheses. NAEPBasic and the NAEP Proficient levels. NAEP Advanced level also includes the skills and knowledge associated with both the NAEP achievement levels are cumulative therefore, student performance at the NAEP Proficient level includes the competencies associated with the NAEP Advanced reading achievement levels are presented below. The specific descriptions of what students at grades 4, 8, and 12 should know and be able to do at the While similar reading behaviors are included at the different performance levels and grades, it should be understood that these skills are being described in relation to texts and assessment questions of varying difficulty. These processes and reading behaviors involve different and increasing cognitive demands from one grade and performance level to the next as they are applied within more challenging contexts and with more complex information. The specific processes and reading behaviors mentioned in the NAEP achievement-level descriptions are illustrative of those judged as central to students' successful comprehension of texts. ![]() NAEP reading achievement-level descriptions present expectations of student performance in relation to a range of text types and text difficulty and in response to a variety of assessment questions intended to elicit different cognitive processes and reading behaviors. The NAEP Reading Achievement Levels by GradeĢ009–present NAEP Achievement-Level Descriptionsġ992–2007 NAEP Achievement-Level DescriptionsĢ009–to present NAEP Achievement-Level Descriptions
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