ERIC Number: ED211603
Record Type: Non-Journal
Publication Date: 1981-Aug
Reference Count: N/A
A Comparison of Reading Placements Based on Teacher Judgment, Standardized Testing, and Curriculum-Based Assessment.
Fuchs, Lynn S.; Deno, Stanley L.
Reading placements based on teacher judgment, standardized testing, and curriculum-based assessment were compared for 91 elementary students. Results indicated that although correlations among the three placement approaches were high, the congruency of scores from the three approaches was not, ranging from 48% to 69%. The most dramatic evidence of this in the present study was the fact that teacher placements of the fifth grade students was higher than that of fourth grade students even though both the curriculum-based measures and the standardized tests revealed that fourth grade students were functioning higher. Curriculum-based measures agreed best with the other measures. Implications for reading placement decisions are discussed. (Author/GK)
Descriptors: Comparative Analysis, Elementary Education, Evaluation Methods, Grouping (Instructional Purposes), Reading Ability, Reading Instruction, Reading Materials, Standardized Tests, Student Placement
Editor, IRLD, 350 Elliot Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455 ($3.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test