ERIC Number: ED226048
Record Type: Non-Journal
Publication Date: 1982-Dec
Reference Count: N/A
Implementation of Direct and Repeated Measurement in the School Setting.
Marston, Doug; Deno, Stanley L.
A continuous pupil progress monitoring system was implemented in two elementary schools; 552 students and 38 educational personnel were involved. The monitoring system employed was initially designed to evaluate students receiving special services and their progress toward individual education plan reading goals. The model emphasized direct assessment in the students' grade level basal reader (Ginn Reading Series) and repeated measurement of the number of words read correctly in students' 1-minute readings for 16 weeks. The number of words read correctly by the student was tabulated and the information entered into a microcomputer program. A computer printout displayed a graph of each student's performance and a summary of descriptive statistics (baseline level, current level, average weekly gain or loss, and amount of variability in reading scores). Actual time for administration and scoring was approximately 3 minutes per student. Teachers generally felt that the information collected was instructionally relevant. The extent to which student performance data were valid indices of student achievement, were sensitive to pupil growth, and could be used to judge the efficacy of program placement and student progress in the program also were examined. Results suggest that the system can be implemented successfully on a wide-scale basis in schools. (Author/PN)
Descriptors: Cost Effectiveness, Elementary Education, Feasibility Studies, Individual Testing, Individualized Education Programs, Measurement Techniques, Reading Achievement, Student Placement, Teacher Attitudes, Test Validity, Word Recognition
Editor, IRLD, 350 Elliott Hall, 750 East River Road, University of Minneapolis, MN 55455 ($3.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.