ERIC Number: ED045724
Record Type: Non-Journal
Publication Date: 1970-Sep
Reference Count: N/A
Evaluation Data and Their Uses in an Individualized Education Program.
Wright, Calvin E.
An adequate evaluation of the Program for Learning in Accordance with Needs (PLAN) necessitates consideration of all the PLAN goals and the extent to which they have been attained. Two sets of goals are identified. Eleven specific goals for each student, which involve the acquisition of a wide range of information, skills, and abilities in addition to personal development are listed and techniques for measuring success in attaining them are suggested. Five general PLAN goals are presented in the appendix. In this report, evaluation of the attainment of goals in grades 1, 2, 5, and 6 is achieved by comparing scores on standardized tests administered at different times for PLAN students and for groups of students from traditional classrooms, designated as controls. The data used for 1967-68 was obtained from the test files of the cooperating schools, while data for 1968-69 was supplemented by test scores from a PLAN supported testing program. Comparisons were made by PLAN teachers for all students to whom the tests were administered and for those students who had scores on both a given pretest and a given posttest. Problems in the interpretation of the data are discussed. As a result of the comparison, it is generally concluded that when grade placement and growth are considered, the PLAN students perform as well as or better than the controls, despite the initial problems of a new program. It is also noted that there is a tendency for a student to do better the longer he is in the program. (PR)
Descriptors: Achievement Tests, Comparative Analysis, Comparative Testing, Educational Objectives, Elementary School Students, Evaluation Criteria, Evaluation Methods, Growth Patterns, Individual Development, Individualized Instruction, Individualized Programs, Program Effectiveness, Program Evaluation, Student Evaluation
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.