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Process Data in NAEP: Past, Present, and Future

Author

Listed:
  • Yoav Bergner

    (New York University)

  • Alina A. von Davier

    (ACTNext by ACT)

Abstract

This article reviews how National Assessment of Educational Progress (NAEP) has come to collect and analyze data about cognitive and behavioral processes (process data) in the transition to digital assessment technologies over the past two decades. An ordered five-level structure is proposed for describing the uses of process data. The levels in this hierarchy range from ignoring the processes (i.e., counting only the outcomes), to incorporating process data as auxiliary or essential in addition to the outcome, to modeling the process as the outcome itself, either holistically in a rubric score or in a measurement model that accounts for sequential dependencies. Historical examples of these different uses are described as well as recent results using nontraditional analytical approaches. In the final section, speculative future directions incorporating state-of-the-art technologies and analysis methods are described with an eye toward hard-to-measure constructs such as higher order problem-solving and collaboration.

Suggested Citation

  • Yoav Bergner & Alina A. von Davier, 2019. "Process Data in NAEP: Past, Present, and Future," Journal of Educational and Behavioral Statistics, , vol. 44(6), pages 706-732, December.
    • Handle: RePEc:sae:jedbes:v:44:y:2019:i:6:p:706-732
    DOI: 10.3102/1076998618784700
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    References listed on IDEAS

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    1. Jeffrey Mo, 2017. "Collaborative problem solving," PISA in Focus 78, OECD Publishing.
    2. Gabadinho, Alexis & Ritschard, Gilbert & Müller, Nicolas S & Studer, Matthias, 2011. "Analyzing and Visualizing State Sequences in R with TraMineR," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 40(i04).
    3. Duncan McVicar & Michael Anyadike‐Danes, 2002. "Predicting successful and unsuccessful transitions from school to work by using sequence methods," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 165(2), pages 317-334, June.
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