ERIC Number: ED041044
Record Type: Non-Journal
Publication Date: 1970-May
Reference Count: N/A
Rationale and Use of Content-Relevant Achievement Tests for the Evaluation of Instructional Programs.
Problems in current course evaluation methods are discussed and an alternative method is described for the construction, analysis, and interpretation of a test to evaluate instructional programs. The method presented represents a different approach to the traditional overreliance on standardized achievement tests and the total scores they provide. This method led to a content-relevant, change-sensitive test which was applied to the evaluation of the Los Angeles Model Mathematics Project (LAMMP), a compensatory program for disadvantaged junior high school students achieving one or more years below grade level in mathematics. Pretest and posttest results are analyzed at the item level and interpreted in terms of specific classroom activities. This type of approach may contribute to the effectiveness of course evaluation and provide currently needed alternatives to present practices in course evaluation. Two forms of the LAMMP Diagnostic Test and a bibliography are included. (RF)
Publication Type: N/A
Education Level: N/A
Sponsor: Research and Development Centers Branch, DEL.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.