ERIC Number: ED147275
Record Type: RIE
Publication Date: 1975
Reference Count: 0
Error Rates and Question Difficulty Related to Elementary Children's Learning. Report No. 75-8.
Crawford, W. John; And Others
Elementary school teachers chosen for their effectiveness in consistently producing achievement gains in their pupils were observed to determine how difficult a teacher's questions should be for students to learn the maximum amount of material. The collected data, correlated with residualized student achievement gain scores (averaged over four years), produced a pattern of different optimal error rates and different optimal question difficulty levels for high socioeconomic status as opposed to low socioeconomic status schools. These data are presented and their implications for teaching strategies discussed. (Author/MJB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., April 1975); For related documents, see SP011 799, 852, and 855