Varying the Difficulty of Testing Materials: Implications for Curriculum-Based Measurement.

Shinn, Mark R.; And Others

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Peer reviewed

ERIC Number: EJ397815

Record Type: Journal

Publication Date: 1989

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Varying the Difficulty of Testing Materials: Implications for Curriculum-Based Measurement.

Shinn, Mark R.; And Others

Journal of Special Education, v23 n2 p223-33 Sum 1989

The progress of 30 mildly handicapped students in grades 3-8 was monitored simultaneously in alternative levels of a reading curriculum, and students' slopes of improvement and variability of performance were compared. Regardless of the level of the curriculum in which progress was assessed, the slope of improvement was similar over time. (Author/JDD)

Descriptors: Academic Achievement, Difficulty Level, Elementary Education, Junior High Schools, Mild Disabilities, Reading Improvement, Reading Instruction, Student Evaluation, Student Improvement

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Practitioners; Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A