ERIC Number: ED228821
Record Type: RIE
Publication Date: 1982-Sep
Reference Count: 0
The Effects of Training Teachers in the Use of Formative Evaluation in Reading: An Experimental-Control Comparison.
Skiba, Russell; And Others
Twenty pairs of students from seven special education resource rooms (elementary and intermediate grades) were assessed on the structure of the instruction they received. Their reading achievement was measured three times during the year. The instructional programs for 10 experimental students were to be based on their teachers' use of continuous evaluation procedures; these students were assessed also on an accuracy of implementation scale. Results indicated that the procedures were administered and the data charted appropriately, and that teachers considered the procedures time efficient and useful in monitoring student progress. However, the procedures rarely were used to evaluate instructional programs, make instructional changes, or monitor the effectiveness of the changes. No statistically significant differences in instructional structure or achievement were found between experimental and control Ss. (Author/CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.