Descriptor
Author
| Fuchs, Douglas | 6 |
| Fuchs, Lynn S. | 6 |
Publication Type
| Reports - Research | 4 |
| Speeches/Meeting Papers | 4 |
| Reports - Evaluative | 2 |
| Information Analyses | 1 |
| Journal Articles | 1 |
Education Level
Audience
| Researchers | 6 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas – Journal of Special Education Technology, 1987
The meta-analysis investigated the effects on achievement of type of graphing paper employed in displaying student performance data collected over time based on 15 controlled studies with 16 effect sizes. No significant differences in student achievement were found between studies using six-cycle and studies using equal interval paper graphing…
Descriptors: Academic Achievement, Elementary Secondary Education, Formative Evaluation, Graphs
Download full textFuchs, Lynn S.; Fuchs, Douglas – 1986
This meta-analysis investigates the effects on achievement of type of graphing paper employed in displaying student performance data collected over time. Ongoing curriculum-based measurement systems employing Data-Based Program Development (DBPD) provide a data source of 16 controlled studies with 17 effect sizes. A total of 3,494 subjects…
Descriptors: Academic Achievement, Analysis of Variance, Disabilities, Effect Size
Fuchs, Lynn S.; Fuchs, Douglas – 1986
This meta-analysis explored how measuring progress toward long- versus short-term goals relates to contrasting outcome measures of student achievement. Twenty-one controlled studies, that provided sufficient data for the calculation of effect size, were coded in terms of measurement method (toward long- versus short-term goals) and type of…
Descriptors: Academic Achievement, Analysis of Variance, Effect Size, Elementary Secondary Education
Fuchs, Douglas; Fuchs, Lynn S. – 1985
This article presents a meta-analysis of the effects of examiner familiarity/unfamiliarity on children's performance during individual testing. Data came from 22 controlled studies involving 1489 subjects. In a typical study, the effect of examiner familiarity raised test performance by .35 standard deviations. Differential performance favoring…
Descriptors: Context Effect, Disabilities, Effect Size, Examiners
Fuchs, Lynn S.; Fuchs, Douglas – 1985
While the aptitude treatment interaction (ATI) approach to educational measurement emphasizes establishing salient learner characteristics, systematic formative evaluation provides ongoing evaluation for instructional program modification. Systematic formative evaluation appears more tenable than ATI for developing individualized instructional…
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Behavior Modification, Effect Size
Fuchs, Lynn S.; Fuchs, Douglas – 1985
This meta-analysis explored how measuring student progress toward long vs. short-term goals affects achievement outcomes. Twenty-one controlled studies were coded in terms of measuring method (toward long- vs. short-term goals) and type of achievement outcome (probe-like vs. global achievement test). Analogues to analysis of variance conducted on…
Descriptors: Academic Achievement, Criterion Referenced Tests, Disabilities, Effect Size
