A Comparison of Reading Placements Based on Teacher Judgment, Standardized Testing, and Curriculum-Based Assessment.

Autor/inn/en	Fuchs, Lynn S.; Deno, Stanley L.
Institution	Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Titel	A Comparison of Reading Placements Based on Teacher Judgment, Standardized Testing, and Curriculum-Based Assessment.
Quelle	(1981), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Elementary Education; Evaluation Methods; Grouping (Instructional Purposes); Reading Ability; Reading Instruction; Reading Materials; Standardized Tests; Student Placement; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Elementarunterricht; Grouping; Gruppenbildung; Reading competence; Lesekompetenz; Leseunterricht; Standadised tests; Standardisierter Test; Schülerpraktikum
Abstract	Reading placements based on teacher judgment, standardized testing, and curriculum-based assessment were compared for 91 elementary students. Results indicated that although correlations among the three placement approaches were high, the congruency of scores from the three approaches was not, ranging from 48% to 69%. The most dramatic evidence of this in the present study was the fact that teacher placements of the fifth grade students was higher than that of fourth grade students even though both the curriculum-based measures and the standardized tests revealed that fourth grade students were functioning higher. Curriculum-based measures agreed best with the other measures. Implications for reading placement decisions are discussed. (Author/GK)
Anmerkungen	Editor, IRLD, 350 Elliot Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455 ($3.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC