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

This study examined the educational effects of repeated curriculum-based measurement and evaluation. Thirty-nine special educators, each having three to four pupils in the study, were assigned randomly to a repeated curriculum-based measurement/evaluation (experimental) treatment or a conventional special education evaluation (contrast) treatment. Over the 18-week implementation, pedagogical decisions were surveyed twice; instructional structure was observed and measured three times; students’ knowledge about their learning was assessed during a final interview; reading achievement was tested before and after treatment. Analyses of covariance revealed that experimental teachers effected greater student achievement. Additional analyses indicated that (a) experimental teachers’ decisions reflected greater realism about and responsiveness to student progress, (b) their instructional structure demonstrated greater increases, and (c) their students were more aware of goals and progress.

[1]  Phyllis K. Mirkin.  Considerations for Designing a Continuous Evaluation System: An Integrative Review. , 1982 .

[2]  L. Fuchs.  Effects of Frequent Curriculum-Based Measurement and Evaluation on Student Achievement and Knowledge of Performance: An Experimental Study. , 1982 .

[3]  Sylvia Farnham-Diggory,et al.  Cognitive processes in education: A psychological preparation for teaching and curriculum development , 1972 .

[4]  D. Brillinger,et al.  Multivariate Procedures for the Behavioral Sciences. , 1964 .

[5]  Phyllis K. Mirkin,et al.  Instructional Planning and Implementation Practices of Elementary and Secondary Resource Room Teachers: Is There a Difference?. , 1982 .

[6]  E. A. Locke.  Toward a theory of task motivation and incentives , 1968 .

[7]  James E. Ysseldyke,et al.  Assessment in special and remedial education , 1978 .

[8]  Donald B. Rubin,et al.  A Simple, General Purpose Display of Magnitude of Experimental Effect , 1982 .

[9]  Phyllis K. Mirkin,et al.  Data-Based Program Modification: A Manual. , 1977 .

[10]  G. Tindal.  The Relationship Between Student Achievement and Teacher Assessment of Short- or Long-Term Goals. , 1981 .

[11]  A. Bandura.  Self-efficacy mechanism in human agency , 2024, Psihologìâ ì suspìlʹstvo.

[12]  Phyllis K. Mirkin.  Procedures To Develop and Monitor Progress on IEP Goals (Revised). , 1986 .

[13]  Lynn S. Fuchs,et al.  Criterion-Referenced Assessment Without Measurement , 1984 .

[14]  Phyllis K. Mirkin,et al.  Formative Evaluation in the Classroom: An Approach to Improving Instruction. , 1979 .

[15]  Robert J. Stevens,et al.  Advances in research on teaching , 1981 .

[16]  Karl R. White,et al.  Teacher-Student Interaction Patterns in Classrooms with Mainstreamed Mildly Handicapped Students , 1982 .

[17]  R. Hogarth,et al.  Confidence in judgment: Persistence of the illusion of validity. , 1978 .

[18]  L. Fuchs.  Direct and Frequent Measurement and Evaluation: Effects on Instruction and Estimates of Student Progress. , 1982 .

[19]  S. Deno.  The Structure of Instruction Rating Scale (SIRS): Development and Technical Characteristics. , 1983 .

[20]  R. Lindsley.  Precision Teaching in Perspective: An Interview with Ogden R. Lindsley , 1971 .

[21]  J. C. Reed.  Teaching Reading to Brain-Damaged Children: A Review. , 1970 .

[22]  Thomas C. Lovitt,et al.  The Use of Contingent Skipping and Drilling to Improve Oral Reading and Comprehension , 1976 .

[23]  Melvyn I. Semmel,et al.  Instructional variables that make a difference: attention to task and beyond , 1981 .

[24]  P. Peckham,et al.  The Effects of Frequent Testing. , 1977 .

[25]  S. G. Rosswork,et al.  Goal setting: The effects on an academic task with varying magnitudes of incentive. , 1977 .

[26]  Anthony J. Nitko,et al.  MEASUREMENT IN LEARNING AND INSTRUCTION. , 1970 .

[27]  B. Bloom,et al.  Evaluation to Improve Learning , 1981 .