ERIC Number: ED054232
Record Type: RIE
Publication Date: 1969-Jun
Reference Count: 0
Student Entry Skills and the Evaluation of Instructional Programs: A Case Study.
Skager, Rodney W.
Two forms of a mathematics achievement test were developed for use in the evaluation of an experimental instructional program at the seventh grade level. Subjects were drawn primarily from minority groups at three urban junior high schools; all were of approximately normal scholastic aptitude, but one year or more behind their peers in mathematics achievement. Eligible students were assigned to experimental or regular mathematics classes and tested at the beginning and end of the school year. After the posttesting teachers were asked to rate all items on the two test forms for the extent to which their instruction would be likely to facilitate the ability of their students to answer each correctly. The findings imply that both groups of teachers tended to direct instruction at skills which were relatively well-developed at entry rather than at areas in which students were initially weak. Possible reasons why this might occur are examined and potentially important implications of these findings for instructional practice and evaluation methodology are discussed, especially with regard to instructional programs for educationally deprived students. In particular, the importance of mapping student entry skills before designing instructional programs is stressed, along with the role of evaluation in providing such initial feedback information. (Author/AG)
Descriptors: Achievement Tests, Black Students, Case Studies, Comparative Analysis, Diagnostic Tests, Educationally Disadvantaged, Experimental Programs, Grade 7, Instructional Programs, Mathematics, Mathematics Instruction, Mexican Americans, Pretests Posttests, Program Evaluation, Relevance (Education)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Cooperative Research Program.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.