Draft Reading Assessment Framework for the 2025 National Assessment of Educational Progress, 35923-35924 [2020-12693]

Download as PDF Federal Register / Vol. 85, No. 114 / Friday, June 12, 2020 / Notices Mandatory for: FAA, Cheyenne System Support Center, Cheyenne, WY Mandatory Source of Supply: Northwest Community Action Programs of Wyoming, Inc., Worland, WY Contracting Activity: FEDERAL AVIATION ADMINISTRATION, 697DCK REGIONAL ACQUISITIONS SVCS Service Type: Janitorial & Grounds Service Mandatory for: FAA, Air Traffic Control Tower, Teterboro, NJ Mandatory Source of Supply: Fedcap Rehabilitation Services, Inc., New York, NY Contracting Activity: FEDERAL AVIATION ADMINISTRATION, 697DCK REGIONAL ACQUISITIONS SVCS Deletions The following products are proposed for deletion from the Procurement List: jbell on DSKJLSW7X2PROD with NOTICES Products NSN(s)—Product Name(s): 8415–01–043–4036—Drawers, Flyers, Aramid, Navy, Ankle Length, Natural, XS 8415–00–467–4075—Drawers, Flyers, Aramid, Navy, Ankle Length, Natural, Small 8415–00–467–4076—Drawers, Flyers, Aramid, Navy, Ankle Length, Natural, Medium 8415–00–467–4078—Drawers, Flyers, Aramid, Navy, Ankle Length, Natural, Large 8415–00–467–4100—Drawers, Flyers, Aramid, Navy, Ankle Length, Natural, X Large Mandatory Source of Supply: Peckham Vocational Industries, Inc., Lansing, MI Contracting Activity: DLA TROOP SUPPORT, PHILADELPHIA, PA NSN(s)—Product Name(s): 7510–01–451–2269—Refill, Ball Point Pen, Pushcap, Black Ink, Medium Point 7510–01–451–2273—Refill, Ball Point Pen, Pushcap, Blue Ink, Medium Point Mandatory Source of Supply: West Texas Lighthouse for the Blind, San Angelo, TX Contracting Activity: GSA/FAS ADMIN SVCS ACQUISITION BR(2, NEW YORK, NY NSN(s)—Product Name(s): 8470–00–NIB–0026—Kit, ACH Pad, Rplcmt 8470–00–NIB–0027—Kit, ACH Retrofit 8470–00–NIB–0028—Kit, ACH Retrofit Mandatory Source of Supply: Winston-Salem Industries for the Blind, Inc., WinstonSalem, NC Contracting Activity: W6QK ACC–APG NATICK, NATICK, MA NSN(s)—Product Name(s): 7360–00–139–1063—Wash Kit Assembly Mandatory Source of Supply: St. Lawrence County Chapter, NYSARC, Canton, NY Contracting Activity: DLA TROOP SUPPORT, PHILADELPHIA, PA Michael R. Jurkowski, Deputy Director, Business & PL Operations. [FR Doc. 2020–12703 Filed 6–11–20; 8:45 am] BILLING CODE 6353–01–P VerDate Sep<11>2014 17:43 Jun 11, 2020 Jkt 250001 DEPARTMENT OF DEFENSE Office of the Secretary Defense Intelligence Agency National Intelligence University Board of Visitors; Notice of Federal Advisory Committee Meeting Defense Intelligence Agency, Department of Defense (DoD). ACTION: Notice of Federal Advisory Committee meeting. AGENCY: The Department of Defense is publishing this notice to announce that the following Federal Advisory Committee meeting of the National Intelligence University Board of Visitors will take place. DATES: Tuesday, June 9, 2020 from 3:00 p.m. to 5:00 p.m., Eastern Time. ADDRESSES: Defense Intelligence Agency 7400 Pentagon, ATTN: NIU, Washington, DC 20301–7400. FOR FURTHER INFORMATION CONTACT: Dr. Terrence Markin, National Intelligence University, Bethesda, MD 20816, Phone: (301) 243–2118, NIU_Front_Office2@ dodiis.mil; melinda.rose@dodiis.mil. Website: https://ni-u.edu/wp/about-niu/ leadership-2/board-of-visitors/. SUPPLEMENTARY INFORMATION: This meeting is being held under the provisions of the Federal Advisory Committee Act (FACA) of 1972 (5 U.S.C., Appendix, as amended), the Government in the Sunshine Act of 1976 (5 U.S.C. 552b, as amended), and 41 CFR 102–3.140 and 102–3.150. Pursuant to 5 U.S.C. 552b and 41 CFR 102–3.140 through 102–3.165, this meeting is open to the public. Purpose: The Board will discuss two current issues and other matters of interest to the National Intelligence University. Agenda: Tuesday, June 9. 2020, from 3:00 p.m.to 4:00 p.m. (Eastern Time): Call to Order and COVID–19/NIU Response and Plans for Fall 2020; from 4:00 p.m. to 5:00 p.m. (Eastern Time): NIU Transition to ODNI; Public Comment; and Wrap Up and Closing Remarks. Meeting Accessibility: The link to the virtual meeting will be posted on the NIU Board of Visitors website at https:// ni-u.edu/wp/about-niu/leadership-2/ board-of-visitors/ by June 2, one week prior to the meeting. The most up-todate changes to the meeting agenda will also be posted there. Written Statements: Pursuant to 41 CFR 102–3.105(j) and 102–3.140, and section 10(a)(3) of the Federal Advisory Committee Act of 1972, written statements to the committee may be submitted to the committee at any time SUMMARY: PO 00000 Frm 00028 Fmt 4703 Sfmt 4703 35923 or in response to a stated planned meeting agenda by email to the NIU Front Office at NIU_Front_Office2@ dodiis.mil. Meeting Announcement: Due to circumstances beyond the control of the Department of Defense, the National Intelligence University Board of Visitors was unable to provide public notification required by 41 CFR 102– 3.150(a) concerning its June 9, 2020 meeting. Accordingly, the Advisory Committee Management Officer for the Department of Defense, pursuant to 41 CFR 102–3.150(b), waives the 15calendar day notification requirement. Dated: June 9, 2020. Aaron T. Siegel, Alternate OSD Federal Register Liaison Officer, Department of Defense. [FR Doc. 2020–12781 Filed 6–11–20; 8:45 am] BILLING CODE 5001–06–P DEPARTMENT OF EDUCATION National Assessment Governing Board Draft Reading Assessment Framework for the 2025 National Assessment of Educational Progress National Assessment Governing Board, U.S. Department of Education. ACTION: Notice of opportunity for public comment for the Reading Assessment Framework for the 2025 National Assessment of Educational Progress (NAEP). AGENCY: The National Assessment Governing Board (Governing Board) is soliciting public comment for guidance in updating the Assessment Framework for the 2025 National Assessment of Educational Progress (NAEP) in Reading. The Governing Board is authorized to formulate policy guidelines for NAEP. Section 302(e)(1)(c) of Public Law 107–279 s specifies that the Governing Board determines the content to be assessed for each NAEP Assessment. Each NAEP subject area assessment is guided by a framework that defines the scope of the domain to be measured by delineating the knowledge and skills to be tested at each grade and subject, the format of the assessment, and the achievement level definitions—guiding assessments that are valid, reliable, and reflective of widely accepted professional standards. The NAEP Reading Assessment Framework was last revised in 2004. It is anticipated that the current update of the NAEP Reading Assessment Framework will be presented for approval at the National Assessment SUMMARY: E:\FR\FM\12JNN1.SGM 12JNN1 35924 Federal Register / Vol. 85, No. 114 / Friday, June 12, 2020 / Notices jbell on DSKJLSW7X2PROD with NOTICES Governing Board quarterly meeting on November 19–21, 2020. Public and private parties and organizations are invited to provide written comments and recommendations on the draft framework. This notice sets forth the review schedule and provides information for accessing additional materials that will be informative and useful for this review. DATES: Comments must be received no later than July 23, 2020. ADDRESSES: Comments should be uploaded at the following URL: https:// www.naepframeworkupdate.org. Comments may also be provided via email at naepreading@wested.org. FOR FURTHER INFORMATION CONTACT: Michelle Blair, National Assessment Governing Board, 800 North Capitol Street NW, Suite 825, Washington, DC 20002–4233, Telephone: (202) 357– 0396. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll-free, at 1–800–877– 8339. SUPPLEMENTARY INFORMATION: Assessment and Item Specifications elaborate on the framework as guidance for item development conducted by the National Center for Education Statistics (NCES) and the NAEP assessment development contractor(s). The framework development and update process also produces recommendations for contextual variables, which supports NCES’ development of the questionnaires administered to students, teachers, and schools to help the public understand the achievement results in each subject. By engaging NAEP’s audiences, partners, and stakeholders in the panels that provide recommendations for NAEP frameworks and by seeking public comment, NAEP frameworks reflect content valued by the public as important to measure. Additional information on the Governing Board’s work in developing NAEP Frameworks and Specifications can be found at https://www.nagb.gov/ naep-frameworks/frameworksoverview.html. All responses will be taken into consideration before finalizing the updated NAEP Reading Assessment Framework for Board adoption. Once adopted, the framework will be used to guide assessment development and reporting for the 2025 NAEP Reading Assessment. Additional information (including the materials referenced below) can be found on the project website at https:// www.naepframeworkupdate.org. VerDate Sep<11>2014 17:43 Jun 11, 2020 Jkt 250001 Proposed Updated Reading Framework for the 2025 NAEP Starting on June 22, 2020, the proposed revised framework can be downloaded from the framework project website at https:// www.naepframeworkupdate.org. Existing Reading Framework for the NAEP The existing framework (adopted in 2004) can be downloaded from the Governing Board website at https:// www.nagb.gov/naep-frameworks/ reading.html. Governing Board’s Periodic Review and Updating of NAEP Frameworks Governing Board policy articulates the Board’s commitment to a comprehensive, inclusive, and deliberative process to determine and update the content and format of all NAEP assessments. For each NAEP assessment, this process results in a NAEP framework, outlining what is to be measured and how it will be measured. Periodically, the Governing Board reviews existing NAEP frameworks to determine if changes are warranted. Each NAEP framework development and update process considers a wide set of factors, including but not limited to reviews of recent research on teaching and learning, changes in state and local standards and assessments, and the latest perspectives on the nation’s future needs and desirable levels of achievement. In 2018, the Board initiated a review of the NAEP Reading Framework. The Governing Board’s NAEP Reading Framework review used expert commentary to determine whether a framework update was required and the type of updates that may be needed. As a result of this review, the Governing Board initiated a framework update process for the NAEP Reading Assessment. Learn more about the review at https://www.nagb.gov/focusareas/framework-development/ framework-development-reading.html. Summary of Proposed Revisions Compared to the existing NAEP Reading Framework for the 2009–2019 NAEP Reading Assessments, the draft updated framework proposes the following changes: • Reporting scores in three different areas: Reading literature, reading science, and reading social studies, rather than reporting scores by literary and informational texts. • Making all assessment tasks purpose-driven, rather than having a subset of tasks that are purpose-driven. PO 00000 Frm 00029 Fmt 4703 Sfmt 9990 In purpose-driven tasks, students are told why they are reading a passage and what they will be doing with it afterward, before they begin reading. • Adding ‘Use and Apply’ to the three comprehension targets that are scored, meaning that students will be asked to apply their reading to a culminating task such as making a recommendation, developing a website, and the like. The four comprehension targets would be Locate and Recall, Integrate and Interpret, Analyze and Evaluate and Use and Apply. • Providing a basis for not only reporting but also explaining student achievement by collecting and reporting data about students’ engagement, effort, and experiences with reading tasks. • Accounting for students’ differential knowledge by providing necessary background knowledge on novel topics and administering short probes to determine test-takers’ knowledge about topics they will read about. • Including digital forms of text that are dynamic and multimodal and that require navigation as well as comprehension skills. • Introducing an expanded view of vocabulary that goes beyond individual word meanings to also include knowledge of language structures. Electronic Access to this Document: The official version of this document is the document published in the Federal Register. Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available via the Federal Digital System at: www.gpo.gov/fdsys. This site allows the public to view this document, as well as all other documents of this Department published in the Federal Register, in text or Adobe Portable Document Format (PDF). To use PDF, you must have Adobe Acrobat Reader, which is available free at the Adobe website. You may also access documents of the Department published in the Federal Register by using the article search feature at: www.federalregister.gov. Specifically, the advanced search feature at this site allow searches to documents published by the Department. Authority: Pub. L. 107–279, Title III— National Assessment of Educational Progress § 301. Lesley Muldoon, Executive Director, National Assessment Governing Board (NAGB), U.S. Department of Education. [FR Doc. 2020–12693 Filed 6–11–20; 8:45 am] BILLING CODE 4000–01–P E:\FR\FM\12JNN1.SGM 12JNN1

Agencies

[Federal Register Volume 85, Number 114 (Friday, June 12, 2020)]
[Notices]
[Pages 35923-35924]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2020-12693]


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DEPARTMENT OF EDUCATION

National Assessment Governing Board


Draft Reading Assessment Framework for the 2025 National 
Assessment of Educational Progress

AGENCY: National Assessment Governing Board, U.S. Department of 
Education.

ACTION: Notice of opportunity for public comment for the Reading 
Assessment Framework for the 2025 National Assessment of Educational 
Progress (NAEP).

-----------------------------------------------------------------------

SUMMARY: The National Assessment Governing Board (Governing Board) is 
soliciting public comment for guidance in updating the Assessment 
Framework for the 2025 National Assessment of Educational Progress 
(NAEP) in Reading. The Governing Board is authorized to formulate 
policy guidelines for NAEP. Section 302(e)(1)(c) of Public Law 107-279 
s specifies that the Governing Board determines the content to be 
assessed for each NAEP Assessment. Each NAEP subject area assessment is 
guided by a framework that defines the scope of the domain to be 
measured by delineating the knowledge and skills to be tested at each 
grade and subject, the format of the assessment, and the achievement 
level definitions--guiding assessments that are valid, reliable, and 
reflective of widely accepted professional standards. The NAEP Reading 
Assessment Framework was last revised in 2004. It is anticipated that 
the current update of the NAEP Reading Assessment Framework will be 
presented for approval at the National Assessment

[[Page 35924]]

Governing Board quarterly meeting on November 19-21, 2020. Public and 
private parties and organizations are invited to provide written 
comments and recommendations on the draft framework. This notice sets 
forth the review schedule and provides information for accessing 
additional materials that will be informative and useful for this 
review.

DATES: Comments must be received no later than July 23, 2020.

ADDRESSES: Comments should be uploaded at the following URL: https://www.naepframeworkupdate.org. Comments may also be provided via email at 
[email protected].

FOR FURTHER INFORMATION CONTACT: Michelle Blair, National Assessment 
Governing Board, 800 North Capitol Street NW, Suite 825, Washington, DC 
20002-4233, Telephone: (202) 357-0396.
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll-free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: Assessment and Item Specifications elaborate 
on the framework as guidance for item development conducted by the 
National Center for Education Statistics (NCES) and the NAEP assessment 
development contractor(s). The framework development and update process 
also produces recommendations for contextual variables, which supports 
NCES' development of the questionnaires administered to students, 
teachers, and schools to help the public understand the achievement 
results in each subject. By engaging NAEP's audiences, partners, and 
stakeholders in the panels that provide recommendations for NAEP 
frameworks and by seeking public comment, NAEP frameworks reflect 
content valued by the public as important to measure. Additional 
information on the Governing Board's work in developing NAEP Frameworks 
and Specifications can be found at https://www.nagb.gov/naep-frameworks/frameworks-overview.html.
    All responses will be taken into consideration before finalizing 
the updated NAEP Reading Assessment Framework for Board adoption. Once 
adopted, the framework will be used to guide assessment development and 
reporting for the 2025 NAEP Reading Assessment.
    Additional information (including the materials referenced below) 
can be found on the project website at https://www.naepframeworkupdate.org.

Proposed Updated Reading Framework for the 2025 NAEP

    Starting on June 22, 2020, the proposed revised framework can be 
downloaded from the framework project website at https://www.naepframeworkupdate.org.

Existing Reading Framework for the NAEP

    The existing framework (adopted in 2004) can be downloaded from the 
Governing Board website at https://www.nagb.gov/naep-frameworks/reading.html.

Governing Board's Periodic Review and Updating of NAEP Frameworks

    Governing Board policy articulates the Board's commitment to a 
comprehensive, inclusive, and deliberative process to determine and 
update the content and format of all NAEP assessments. For each NAEP 
assessment, this process results in a NAEP framework, outlining what is 
to be measured and how it will be measured. Periodically, the Governing 
Board reviews existing NAEP frameworks to determine if changes are 
warranted. Each NAEP framework development and update process considers 
a wide set of factors, including but not limited to reviews of recent 
research on teaching and learning, changes in state and local standards 
and assessments, and the latest perspectives on the nation's future 
needs and desirable levels of achievement.
    In 2018, the Board initiated a review of the NAEP Reading 
Framework. The Governing Board's NAEP Reading Framework review used 
expert commentary to determine whether a framework update was required 
and the type of updates that may be needed. As a result of this review, 
the Governing Board initiated a framework update process for the NAEP 
Reading Assessment. Learn more about the review at https://www.nagb.gov/focus-areas/framework-development/framework-development-reading.html.

Summary of Proposed Revisions

    Compared to the existing NAEP Reading Framework for the 2009-2019 
NAEP Reading Assessments, the draft updated framework proposes the 
following changes:
     Reporting scores in three different areas: Reading 
literature, reading science, and reading social studies, rather than 
reporting scores by literary and informational texts.
     Making all assessment tasks purpose-driven, rather than 
having a subset of tasks that are purpose-driven. In purpose-driven 
tasks, students are told why they are reading a passage and what they 
will be doing with it afterward, before they begin reading.
     Adding `Use and Apply' to the three comprehension targets 
that are scored, meaning that students will be asked to apply their 
reading to a culminating task such as making a recommendation, 
developing a website, and the like. The four comprehension targets 
would be Locate and Recall, Integrate and Interpret, Analyze and 
Evaluate and Use and Apply.
     Providing a basis for not only reporting but also 
explaining student achievement by collecting and reporting data about 
students' engagement, effort, and experiences with reading tasks.
     Accounting for students' differential knowledge by 
providing necessary background knowledge on novel topics and 
administering short probes to determine test-takers' knowledge about 
topics they will read about.
     Including digital forms of text that are dynamic and 
multimodal and that require navigation as well as comprehension skills.
     Introducing an expanded view of vocabulary that goes 
beyond individual word meanings to also include knowledge of language 
structures.
    Electronic Access to this Document: The official version of this 
document is the document published in the Federal Register. Internet 
access to the official edition of the Federal Register and the Code of 
Federal Regulations is available via the Federal Digital System at: 
www.gpo.gov/fdsys. This site allows the public to view this document, 
as well as all other documents of this Department published in the 
Federal Register, in text or Adobe Portable Document Format (PDF). To 
use PDF, you must have Adobe Acrobat Reader, which is available free at 
the Adobe website. You may also access documents of the Department 
published in the Federal Register by using the article search feature 
at: www.federalregister.gov. Specifically, the advanced search feature 
at this site allow searches to documents published by the Department.

    Authority: Pub. L. 107-279, Title III--National Assessment of 
Educational Progress Sec.  301.

Lesley Muldoon,
Executive Director, National Assessment Governing Board (NAGB), U.S. 
Department of Education.
[FR Doc. 2020-12693 Filed 6-11-20; 8:45 am]
BILLING CODE 4000-01-P