Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 2 |
Since 2005 (last 20 years) | 3 |
Descriptor
Source
Journal of Psychoeducational… | 3 |
Author
Burns, Matthew K. | 3 |
Aguilar, Lisa | 1 |
Kosciolek, Stacey | 1 |
Livingston, Judy | 1 |
Preast, June L. | 1 |
Scholin, Sarah E. | 1 |
Taylor, Crystal N. | 1 |
Warmbold-Brann, Kristy | 1 |
Young, Helen | 1 |
Publication Type
Journal Articles | 3 |
Reports - Evaluative | 2 |
Reports - Research | 1 |
Education Level
Elementary Education | 2 |
Grade 1 | 2 |
Grade 3 | 2 |
Kindergarten | 2 |
Early Childhood Education | 1 |
Grade 5 | 1 |
Intermediate Grades | 1 |
Middle Schools | 1 |
Primary Education | 1 |
Secondary Education | 1 |
Audience
Location
Missouri | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Measures of Academic Progress | 1 |
What Works Clearinghouse Rating
Burns, Matthew K.; Young, Helen – Journal of Psychoeducational Assessment, 2019
Measures of Academic Progress (MAP) Skills is a web-based assessment system published by Northwest Evaluation Association (NWEA). The test publishers purport that MAP Skills provides information about essential K-8 building blocks in Language Usage, Mathematics, Reading Comprehension, and Vocabulary to quickly assess student progress toward…
Descriptors: Achievement Tests, Language Skills, Mathematics Skills, Reading Comprehension
Taylor, Crystal N.; Aguilar, Lisa; Burns, Matthew K.; Preast, June L.; Warmbold-Brann, Kristy – Journal of Psychoeducational Assessment, 2018
Teaching children too many words during a lesson reduces retention. The amount of new information a student can successfully rehearse and recall later is called acquisition rate (AR), which has been reliably measured with students in first, third, and fifth grades. The purpose of this study was to examine the reliability of assessing AR for sight…
Descriptors: Reliability, Sight Vocabulary, Teaching Methods, Elementary School Students
Burns, Matthew K.; Scholin, Sarah E.; Kosciolek, Stacey; Livingston, Judy – Journal of Psychoeducational Assessment, 2010
The current study examines the consistency of two response-to-intervention (RTI) decision-making models. Weekly progress monitoring data for 30 students participating in a Tier II intervention were collected for 30 weeks. The data were examined by comparing them to an aimline with a yearly goal and by computing a dual discrepancy (DD) using…
Descriptors: Reading Achievement, Reading Tests, Data Collection, Responses