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ERIC Number: ED263142
Record Type: RIE
Publication Date: 1985
Pages: 27
Abstractor: N/A
Reference Count: 0
The Effect of Measuring Student Progress Toward Long vs. Short-Term Goals: A Meta-Analysis.
Fuchs, Lynn S.; Fuchs, Douglas
This meta-analysis explored how measuring student progress toward long vs. short-term goals affects achievement outcomes. Twenty-one controlled studies were coded in terms of measuring method (toward long- vs. short-term goals) and type of achievement outcome (probe-like vs. global achievement test). Analogues to analysis of variance conducted on weighted unbiased effect sizes (UES) indicated an interaction: when progress was measured toward long-term goals, UESs on global measures were higher than on probe-like outcomes; when progress was measured toward series of short-term goals, the reverse was true. Implications for special education practice are discussed. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A