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| Fuchs, Lynn S. | 3 |
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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, 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
