美国国家教育进展评价的历史学业成就评价经过半个世纪的发展，逐步从社会学科中脱离出来成为独立评价的学科，并保持长期稳定。评价流程日益完善，从评价框架制定、工具编制、样本选取、材料准备、实施评价、试题评分到最后的结果分析和发布，已经形成一套成型的评价运作流程。

利用美国国家教育进展评价官方网站提供的信息，分析美国历史学业成就评价的框架、试题、问卷和报告等文本，并对试题工具进行案例研究。美国历史学业成就的评价框架由三个要素组成，其中美国历史的主题和美国历史的时期两个要素构成内容维度，了解和思考美国历史的方法这一要素构成认知维度，形成了二维的评价框架并契合课程标准的要求。评价框架对三个要素的考查比例都作了说明，为试题工具的研制绘制了蓝图。

美国历史学业成就的评价工具包括评价试题和调查问卷两部分。评价试题用于测评学生的历史学业成就水平，通过对试题的研究，分析试题开发具有任务形式多样、材料类型丰富、评分标准精细等特点。调查问卷用于采集评价的相关背景信息，包括学生问卷、教师问卷和学校问卷，学生问卷的维度包括学生的人口学信息、学习机会和学习经历；教师问卷的维度涉及教师的人口学信息、教学准备和教学实践；学校问卷的维度有学校特征、学校资源、学校风气。问卷工具主要服务于学业成就的结果报告，问卷内容关注社会热点问题，研发更新及时，并做到不同问卷之间互相印证。调查问卷也存在题目数量逐步增多，加重调查的负担；问卷只关注描述性信息，不适用于因果推断等问题。

美国历史学业成就评价的结果报告形式主要有量表平均分和学业成就水平百分比两种形式，量表平均分代表学生的实际评价情况，成就水平则代表期望学生在评价中应该达到的水平，两种报告形式体现了实然和应然的结合。研究重点梳理了美国历史学业成就评价的整体概貌，探究历史学业评价的全部过程，对我国历史学科学业成就评价具有借鉴意义。

The NAEP U.S. history assessment has developed over half a century, gradually separating from social studies as an independent assessment discipline and remaining stable over time. The assessment process has been increasingly improved, from the development of the assessment framework, the preparation of cognitive items and contextual questionnaires, the selection of samples, the preparation of materials, the administration of the assessment, the scoring of assessment, the analysis and release of results, a set of well-established assessment operation process has been formed.

Using information provided on the NAEP official website, the text of the NAEP U.S. history assessment framework, items, questionnaires and reports are analysed, and a case study of the items is conducted. The NAEP U.S. history assessment framework consists of three elements, two of which, the themes of U.S. history and the periods of U.S. history, form the content dimension, and the element of ways of knowing and thinking about U.S. history forms the cognitive dimension, creating a two-dimensional framework for assessment and meeting the requirements of the United States History Content Standards. The assessment framework describes the proportion of each of the three elements to be tested and provides a blueprint for the development of the items.

the NAEP U.S. history assessment tool consists of two components: items and questionnaires. The items are used to measure the NAEP U.S. history achievement levels. Through the study of the items, which is analysed for its variety of task formats, material types and fine-grained scoring criteria. Questionnaires are used to collect background information related to the assessment, including student questionnaire, teacher questionnaire and school questionnaire. The dimensions of the student questionnaire include student demographics, learning opportunities and learning experiences; the dimensions of the teacher questionnaire relate to teacher demographics, teaching preparation and teaching practices; the dimensions of the school questionnaire are school characteristics, school resources and school climate. The questionnaires are mainly used to report on the results of achievement. The content of the questionnaires focuses on topical social issues and is developed and updated in a timely manner, and the different questionnaires can corroborate each other. The questionnaires also have problems in that the number of questions is gradually increasing, which increases the burden of the survey; it only focuses on descriptive information and is not suitable for causal inference.

The results of the NAEP U.S. history assessment are reported in the form of scale scores, which represent the actual assessment of students, and in the form of percentages of students achievement levels, which represent the level of achievement expected of students in the assessment, reflecting a combination of what students be able to do and what should be. The study focuses on the overall overview of the NAEP U.S. history assessment and explores the entire process of U.S. history assessment, which has implications for the assessment of achievement of history in China.