ERIC Number: ED226042
Record Type: RIE
Publication Date: 1982-Dec
Reference Count: 0
Considerations for Designing a Continuous Evaluation System: An Integrative Review.
Mirkin, Phyllis K., Ed.; And Others
Federal law (PL 94-142) has charged schools with the task of constructing for handicapped students individual educational programs that specify curriculum-based goals with procedures for measuring progress toward these goals. To demonstrate substantive and procedural compliance with this law, measurement and evaluation procedures must be incorporated into the instructional program. This monograph presents a decision matrix that provides a model for developing an adequate and useful measurement and evaluation system. Available empirical work supporting the use of specific procedures for curriculum-based evaluation of student performance in reading, spelling, and written expression is discussed within the decision matrix framework. Technical, effectiveness, and logistical considerations are discussed, and data related to "what to measure" and "how to measure" decisions are provided. Alternate procedures are described for data summarization and interpretation. Technical, instructional, and logistical advantages and disadvantages of data utilization procedures are reviewed. A case study demonstrates the implementation of the recommended procedures. In this study, a teacher measured and evaluated the reading progress of a mildly-handicapped fourth grader who was reading at a second grade level. Tables and figures are appended. (Author/PN)
Descriptors: Curriculum, Disabilities, Elementary Secondary Education, Evaluation Methods, Federal Legislation, Individualized Education Programs, Program Development, Program Implementation, Program Improvement, Student Evaluation, Student Improvement
Editor, IRLD, 350 Elliott Hall, 750 East River Road, University of Minnesota, Minneapolis, MN 55455 ($3.00).
Publication Type: Reports - Descriptive; Guides - Non-Classroom
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.