Proficiency Versus Achievement Levels

The findings from the 1992 mathematics NAEP used some of the same assessment items as were used in 1990 to allow for measuring trends; additional assessment items were also developed to reflect improvements in the methods of assessing mathematical achievement. (Click here for footnote 7.) Specifically, the 1992 assessment was expanded to include geometric manipulatives and questions requiring students to demonstrate-through writing and diagrams-their mathematical reasoning and problem-solving abilities. The 1992 definition of proficiency at each anchor level reflects this change in the assessment. (See appendix table 1-14.)

Data from the 1992 mathematics NAEP have also been analyzed in terms of newly established "achievement levels," or standards of student performance (NCES 1993d). The proficiency levels (in appendix table 1-14) describe what students know and can do; the achievement levels describe what students should know and should be able to do (NCES 1993c). The achievement levels were created by the National Assessment Governing Board in an attempt to characterize the student performance needed to attain basic, proficient ("solid academic achievement"), or advanced levels at grades 4, 8, and 12 (NCES 1993d). These levels are defined for each grade level in appendix tables 1-15, 1-16, and 1-17.

Footnote 7:

The 1992 NAEP was released in April 1993.

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