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Peer reviewed Peer reviewed
ERIC Number: EJ303659
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning.
Fuchs, Lynn S.; And Others
American Educational Research Journal, v21 n2 p449-60 Sum 1984
Thirty-nine special educators, each having three to four pupils in the study, were assigned randomly to a repeated curriculum-based measurement/evaluation treatment or a conventional special education evaluation treatment. Experimental teachers effected greater student achievement. (Author/BW)
Descriptors: Academic Achievement, Achievement Gains, Decision Making, Elementary Education, Evaluation Methods, Special Education, Special Education Teachers, Student Educational Objectives, Student Evaluation
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: This research was supported by Contract No. 300-80-0622 between the Office of Special Education, Department of Education, and the University of Minnesota Institute for Research on Learning Disabilities.