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ERIC Number: ED246117
Record Type: RIE
Publication Date: 1982
Pages: 41
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Identifying and Addressing Curriculum Needs. Using and Reporting Test Results, Monograph #3. Steps in the Right Direction!
Coleman, Geraldine J.
This is the third in a series of six monographs developed to help local educators use and report Michigan Educational Assessment Program (MEAP) test results. These results provide reliable, objective information on the status of basic skills education useful in reviewing and revising the curriculum and instructional program. This review requires preplanning, leadership by the school principal, a MEAP School Utilization Team (which should include teachers from each grade level and/or curriculum area and from each support service), and cooperative involvement of the total instructional staff. There are six major steps in the MEAP process to conduct a curriculum and program review: (1) determine staff expectations by using the objective matrices for reading and mathematics for grades 4, 7, and 10 (Appendix B); (2) examine student performance using student test booklets and MEAP reports; (3) set realistic criterion levels for objectives with low attainment rates and select skill areas for intensive review; (4) examine the current instructional program to determine where MEAP skills are taught; (5) identify weaknesses in the curriculum, instructional program, and/or textual materials and set realistic short and long range goals; and (6) develop a plan of action involving the total instructional staff. Appendices contain five resource materials. (BS)
MEAP, P.O. Box 30008, Lansing, MI 48909 (single copies only).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Michigan State Board of Education, Lansing. Michigan Educational Assessment Program.
Identifiers: Michigan Educational Assessment Program
Note: For related documents, see TM 840 396-401. Portions of appendices are marginally legible.