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ERIC Number: ED256115
Record Type: RIE
Publication Date: 1984-Oct
Pages: 16
Abstractor: N/A
Reference Count: 0
Operationalizing Academic Learning Time for Low Achieving and Handicapped Mainstreamed Students.
Gickling, Edward E.
The paper reviews findings and implications of curriculum based assessment (CBA), an approach focusing on collecting, interpreting, and using data to help lower achieving students have opportunities for success in mainstreamed settings. An instructional delivery model is presented to guage the probability of task success and provide a structure for controlling the difficulties encountered by a teacher in deciding what and how to teach. Three performance levels of student functioning are proposed: frustrational level, instructional level, and independent level. Percentages of challenge provided for the instructional level constitute a manageable set of criteria to evaluate the suitability of students' assessment. Studies are cited to illustrate the use of the model with attention deficit disordered and low achieving students. (CL)
Publication Type: Reports - Research; Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (2nd, Jackson Hole, WY, October 4-6,1984).