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ERIC Number: ED226045
Record Type: RIE
Publication Date: 1982-Nov
Pages: 65
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Effects of Frequent Curriculum-Based Measurement and Evaluation on Student Achievement and Knowledge of Performance: An Experimental Study.
Fuchs, Lynn S.; And Others
In special education, a merger between assessment and instruction is mandated by Federal law (PL 94-142), wherein teachers of handicapped pupils are required to specify individualized educational programs that include procedures for assessing students' progress toward goal attainment. The purpose of this study was to determine the effects of technically adequate, repeated curriculum-based measurement and evaluation procedures on students' reading achievement and on their knowledge concerning their own learning. Thirty-nine teachers, each having three or four students in the study, were assigned randomly to measurement/evaluation groups. Experimental group teachers employed continuous evaluation procedures while contrast group teachers employed conventional special education measurement and evaluation procedures. Students were pre- and posttested on an oral passage reading test and they were posttested on the Stanford Diagnostic Reading Test, Structural Analysis and Reading Comprehension subtests. Additionally, students were interviewed at the end of the study to assess their knowledge about their own progress. Analyses revealed that experimental students achieved more than contrast group students and were more knowledgeable about their learning. Results suggest that technically adequate, repeated curriculum-based measurement, when used by teachers to evaluate and modify programs, positively affects student achievement. Rating scales, an interview form and training schedules are appended. (Author/PN)
Editor, IRLD, 350 Elliott Hall, 750 East River Road, University of Minneapolis, MN 55455 ($3.00)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Identifiers: Stanford Diagnostic Reading Test