Effect of Comprehensive Achievement Monitoring on Student Learning.

Autor/in	Adams, Charles F.
Titel	Effect of Comprehensive Achievement Monitoring on Student Learning.
Quelle	(1974), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Elementary Education; Reading; Reading Achievement; Reading Development; Reading Improvement; Reading Programs; Reading Research; Reading Skills + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Elementarunterricht; Leseprozess; Lesen; Leseleistung; Leseforschung; Reading skill; Lesefertigkeit
Abstract	Three years of data on student achievement in reading were collected and analyzed to provide an empirical base to test the two hypotheses under investigation: there is no significant difference in the increase in student achievement between those students involved in a program using a comprehensive achievement monitoring (CAM) system and those students not using a CAM system; and there is no significant difference in the achievement levels of students as measured by either criterion referenced tests (CAM) or standardized norm referenced tests (Metropolitan Achievement Test). CAM, a computer supported pupil and program evaluation system based upon a criterion referenced model of evaluation, focuses on students' achievement of specific learning outcomes rather than on global educational outcomes. All the fourth and sixth graders receiving regular instruction in reading were chosen to provide the sample population. The results indicated that there were no significant differences between the experimental and control groups on the Metropolitan Achievement Test. In posttest comparisons between the student groups using CAM and those not using CAM, the student achievement of reading skills objectives was significantly higher for those using CAM. (WR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01