ERIC Number: ED219455
Record Type: RIE
Publication Date: 1982-Feb
Reference Count: 0
Direct and Frequent Measurement of Student Performance: Does it Take Too Much Time?
King, Robert; And Others
The familiarity and use of direct and frequent measurement in special education was examined using three sample groups of teachers serving learning disabled students. Although most teachers were shown to be familiar with direct and frequent measurement strategies, relatively few were found to use them, in the belief that the repeated measures were too time consuming. Teachers ability to make time estimations and measurement efficiency are discussed. Teachers who did use the techniques most often reported that the procedures required less than ten percent of a student's instructional time. The implications in special education and teacher training are discussed. (Author/CM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Identifiers: Curriculum Related Testing; Repeated Testing; Time Utilization