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A Comparison of Standardized Achievement Tests and Direct Measurement Techniques in Measuring Pupil Progress.
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Marston, Doug; And Others – 1983
The effectiveness of direct measurement techniques and standardized achievement tests for assessing within-individual change over a 10-week period was examined. The Reading Comprehension and Language subtests from the Stanford Achievement Tests and direct measures of reading and written language were administered twice to 83 low-achieving students…
Descriptors: Achievement Gains, Elementary Education, Individual Differences, Language Tests