Direct and Frequent Measurement and Evaluation: Effects on Instruction and Estimates of Student Progress.

Autor/inn/en	Fuchs, Lynn S.; und weitere
Institution	Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Titel	Direct and Frequent Measurement and Evaluation: Effects on Instruction and Estimates of Student Progress.
Quelle	(1982), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classroom Observation Techniques; Curriculum; Disabilities; Educational Diagnosis; Elementary Education; Evaluation Methods; Federal Legislation; Individualized Education Programs; Informal Assessment; Instructional Improvement; Mainstreaming; Special Education Teachers; Student Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Curricula; Lehrplan; Rahmenplan; Handicap; Behinderung; Pedagogical diagnostics; Pädagogische Diagnostik; Elementarunterricht; Bundesrecht; Individualized education program; Individualisierendes Lernen; Unterrichtsqualität; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung
Abstract	The purpose of this study was to explore whether, and if so how, ongoing measurement and evaluation procedures affect the instruction that special educators provide and the educational decisions that they make. Eighteen experimental group teachers employed specific continuous evaluation procedures while 21 contrast group teachers employed conventional special education measurement and evaluation procedures. During the 18-week treatment, the teachers' structure of instruction was measured three times, and the teachers' educational decisions and their assessment procedures were surveyed at the middle and end of the treatment. Additionally, at the termination of the study, teachers' descriptions and ratings of the experimental procedures were assessed. Analyses revealed that using systematic, ongoing measurement and evaluation procedures increased the degree of structure in the instruction teachers provide, and resulted in more specific and realistic judgments about student programs and progress and more responsive pedagogical decisions. Experimental teachers also reported that, although time-consuming, their procedures were feasible and useful. Structure of Instruction rating scale, teacher questionnaires, a goal and objective form, and experimental and contrast training schedule forms are appended. (Author/PN)
Anmerkungen	Editor, IRLD, 350 Elliott Hall, 750 East River Road, University of Minnesota, Minneapolis, MN 55455 ($3.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC