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Peer reviewed Peer reviewed
ERIC Number: EJ428546
Record Type: Journal
Publication Date: 1991
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Effects of Goal Line Feedback on Level, Slope, and Stability of Performance within Curriculum-Based Measurement.
Fuchs, Lynn S.; And Others
Learning Disabilities Research and Practice, v6 n2 p66-74 1991
Nineteen special educators implemented Curriculum-Based Measurement with a total of 36 learning-disabled math pupils in grades 2-8 to examine the effects of goal line feedback. Results indicated comparable levels and slopes of student performance across treatment conditions, although goal line feedback was associated with greater performance stability. (Author/PB)
Descriptors: Elementary Education, Evaluation Methods, Feedback, Goal Orientation, Junior High Schools, Learning Disabilities, Mathematics Achievement, Mathematics Instruction, Performance Factors, Reinforcement, Student Educational Objectives, Student Evaluation
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A