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The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning
Lynn S. Fuchs
Wheelock College
Stanley L. Deno and
Phyllis K. Mirkin
University of Minnesota
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.
American Educational Research Journal, Vol. 21, No. 2,
449-460 (1984)
DOI: 10.3102/00028312021002449
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L. S. Fuchs
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L. S. Fuchs and D. Fuchs
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69 - 82.
[Abstract]
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