The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning.

Fuchs, Lynn S.; And Others

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ303659

Record Type: Journal

Publication Date: 1984

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning.

Fuchs, Lynn S.; And Others

American Educational Research Journal, v21 n2 p449-60 Sum 1984

Thirty-nine special educators, each having three to four pupils in the study, were assigned randomly to a repeated curriculum-based measurement/evaluation treatment or a conventional special education evaluation treatment. Experimental teachers effected greater student achievement. (Author/BW)

Descriptors: Academic Achievement, Achievement Gains, Decision Making, Elementary Education, Evaluation Methods, Special Education, Special Education Teachers, Student Educational Objectives, Student Evaluation

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

IES Cited: ED504264; ED560820

Author Affiliations: N/A