The Relationship Between Student Achievement and Teacher Assessment of Short- or Long-Term Goals [electronic resource] / Gerald Tindal and Others.
The effects on student achievement of goal size and data utilization rule and measurement frequency were evaluated with 20 special education teachers, each of whom selected 4 to 6 students (mean age 10.3 years) for participation. Teachers were assigned randomly to either a short term goal measuremen...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1981.
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| Summary: | The effects on student achievement of goal size and data utilization rule and measurement frequency were evaluated with 20 special education teachers, each of whom selected 4 to 6 students (mean age 10.3 years) for participation. Teachers were assigned randomly to either a short term goal measurement or a long term goal measurement treatment. Teachers then randomly assigned each student to daily, weekly, or pre-post measurement, so that each teacher had one or two students in each measurement frequency cell. Students' oral reading rate was measured at weeks 1, 7, and 12 on random samples of isolated words comprised of kindergarten through third grade reading vocabulary. At week 12, students' oral reading rate was measured on third grade passages from basal texts. Analyses of variance revealed no treatment effect on any dependent measure. The findings contradicted previous research, and may be partly explained by poor implementation of the treatments. (Author) |
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| Item Description: | ERIC Document Number: ED218846. Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Contract Number: 300-80-0622. ERIC Note: Print of figures may be marginal. Also distributed on microfiche by U.S. GPO under ED 1.310/2:218846. |
| Physical Description: | 31 p. |