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Direct linkChatterji, Madhabi; Koh, Nancy; Choi, Linda; Iyengar, Radhika – Research in the Schools, 2009
In this article, we provide empirical evidence on the utility of a teacher-mediated diagnostic classroom assessment intervention for identifying and addressing learning gaps in learner domains. Early results, based on 11 treatment and 27 comparison classes with 381 students and 38 teachers overall, indicated positive changes in teachers'…
Descriptors: Educational Diagnosis, Formative Evaluation, Performance Based Assessment, Classroom Observation Techniques
Download full textChatterji, Madhabi; Kwon, Young Ae; Sng, Clarice – Education Policy Analysis Archives, 2006
The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the "gold standard" for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of…
Descriptors: Research Methodology, Multitrait Multimethod Techniques, Qualitative Research, Statistical Analysis
