ERIC Number: ED227127
Record Type: Non-Journal
Publication Date: 1982-Dec
Reference Count: N/A
Teaching Structure and Student Achievement Effects of Curriculum-Based Measurement: A Causal (Structural) Analysis.
Wesson, Caren; And Others
To achieve substantive as well as procedural compliance with Public Law 94-142, it must be determined whether using the formative evaluation system which is useful for monitoring the effects of instruction, increases teacher success in developing student programs. Causal modeling techniques were used to examine the relationships among implementation of a formative evaluation system, structure of instructional programs, and achievement for 117 students in grades 1-7. The Accuracy of Implementation Rating Scale monitored implementation procedures and the Structure of Instruction Rating Scale measured the degree of instructional lesson structure students received. Reading achievement measures were collected three times over the 5-month period by 31 trained teachers. Measurement, structure, and achievement were stable across time and measurement had a short-lived effect on achievement. Measuring student performance had an early effect on achievement, as did silent reading practice. Determining the effect of implementation of an evaluation system or structure of lessons and student achievement was not realized via the present analysis. The appendices contain the Accuracy of Implementation Rating Scale and the Structure of Instruction Rating Scale. (Author/PN)
Descriptors: Academic Achievement, Curriculum Development, Elementary Education, Federal Legislation, Formative Evaluation, Individualized Education Programs, Instructional Design, Instructional Improvement, Program Development, Program Effectiveness, Reading Achievement, Special Education, Student Evaluation
Editor, IRLD, 350 Elliott Hall, 750 East River Road, University of Minneapolis, MN 55455 ($3.00)
Publication Type: Reports - Research; Guides - Non-Classroom; Tests/Questionnaires
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Identifiers - Location: Minnesota