ERIC Number: ED236198
Record Type: Non-Journal
Publication Date: 1983-Jul
Reference Count: N/A
A Comparison of Standardized Achievement Tests and Direct Measurement Techniques in Measuring Pupil Progress.
Marston, Doug; And Others
The effectiveness of direct measurement techniques and standardized achievement tests for assessing within-individual change over a 10-week period was examined. The Reading Comprehension and Language subtests from the Stanford Achievement Tests and direct measures of reading and written language were administered twice to 83 low-achieving students in grades 3-6. Analyses indicated that greater student gains were evident on the direct measures than on the standardized achievement test. (Author)
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.
Identifiers - Assessments and Surveys: Stanford Achievement Tests