Impact of National Assessment of Educational Progress (NAEP) use and score interpretation on states' inquiry -based science education policies and practices: A descriptive study

This study examined the influence of use and interpretation of National Assessment of Educational Progress (NAEP) science results on science education policies and practices in the United States, in the context of teaching and learning through inquiry and the assessment of student inquiry achievement. State assessment directors, NAEP coordinators, and science education specialists nationwide were invited to participate in the study by responding to a Web-based self-administered survey instrument. Sixty-seven percent of the population responded, providing both quantitative and qualitative data through selected-response and open-ended survey items, respectively.;The findings of this study revealed that: (a) not all states interpret NAEP science results as an indicator of students' abilities to undertake inquiry investigations or understand the nature of inquiry—in fact, states view their own science assessments as more indicative of expectations regarding inquiry achievement; (b) most states have made changes to science curricular frameworks and assessments since the last NAEP science administration in 2000, so that more emphasis is placed on inquiry-based instruction and assessment of inquiry achievement—however, NAEP results have had a minor influence on these changes; (c) fewer states have made changes in legislation, policies, and professional development that reflect greater emphasis on inquiry, and those that did felt that NAEP results had no significant impact; (d) NAEP's influence has changed since the No Child Left Behind (NCLB) Act of 2001, but it remains minor since NAEP is still perceived as a “low stakes” test; (e) state officials believe NAEP's influence will increase significantly after the results of NAEP science 2005 are released and interpreted and as NCLB accountability provisions in science take hold in 2007–2008.;The implications of the study's findings are discussed in reference to the theoretical and practical knowledge-bases concerning the consequences of assessment; the interpretation and use of future NAEP results to inform state science education systems; and NAEP validity studies and revisions to the NAEP assessment framework that may ensue. Limitations of the study's findings and directions for future research are also addressed.