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ERIC Number: ED167620
Record Type: Non-Journal
Publication Date: 1978-Mar
Pages: 25
Abstractor: N/A
Reference Count: N/A
Curriculum-References, Time-Series Program Evaluation.
White, Owen R.
Traditionally, the use of control groups, regression discontinuity/projection, or norm referenced models has been advocated for educational program evaluation. The small numbers of and the heterogeneous characteristics of severely and profoundly handicapped make these evaluation methods inappropriate for this population subgroup. Furthermore, no overall group summary of pupil progress will meet the legislative mandates in recent laws (PL 93-380 and PL 94-142) for the evaluation of individual programs. The most commonly adopted alternative, intensive or single subject evaluation, also presents problems because it is often difficult to summarize information across single subject evaluations to form a meaningful picture of overall program impact. Curriculum-referenced evaluation is a relatively new approach, based on the notion that a program's impact should be measured by compiling a list of objectives to be checked off as they are mastered. Since the curriculum is program specific, such assessments have greater validity than those based on national norms. Meaningful summarization across children and program elements is possible. Believable evidence of program impact may then be obtained by conducting formal or informal time--series evaluations during or following program involvement. Several instruments currently exist for special education programs, for example, the University of Washington's Uniform Performance Assessment System, Oregon's Student Progress System, and the Teaching Research Curriculum. Author/CP)
Publication Type: Information Analyses; Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A