A Practical Guide to Measuring Project Impact on Student Achievement. Monograph Series on Evaluation in Education No. 1.

Autor/inn/en	Horst, Donald P.; und weitere
Institution	RMC Research Corp., Mountain View, CA.
Titel	A Practical Guide to Measuring Project Impact on Student Achievement. Monograph Series on Evaluation in Education No. 1.
Quelle	(1975), (124 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Academic Achievement; Achievement Gains; Cognitive Development; Data Analysis; Data Collection; Decision Making; Educational Programs; Evaluation; Evaluation Methods; Guides; Measurement Techniques; Models; Program Evaluation; Program Implementation; Research Methodology; Research Problems; Selection; Standardized Tests; Statistical Analysis; Testing + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Kognitive Entwicklung; Auswertung; Data capture; Datensammlung; Decision-making; Entscheidungsfindung; Evaluierung; Handbuch; Leitfaden; Messtechnik; Analogiemodell; Programme evaluation; Programmevaluation; Research method; Forschungsmethode; Forschungskritik; Auslese; Standadised tests; Standardisierter Test; Statistische Analyse; Testdurchführung; Testen
Abstract	Measuring cognitive achievement gains in project evaluation is dealt with. This guide provides those concerned with project evaluation with the basic tools for conducting technically sound, interpretable evaluation studies. Exotic designs are avoided and five basic models which appear feasible to implement in real-world settings are focused on. Each is briefly summarized in terms of general characteristics, strengths and weaknesses, and considerations relating to its implementation. Twelve hazards which are commonly encountered in educational evaluation and which may completely invalidate otherwise sound studies are described. A procedural guide, in decision-tree form, for selecting a suitable evaluation model given the particular set of constraints faced by the project director and the evaluator is presented. The sections on implementation are intended for use by evaluation specialists and are somewhat technical. It is assumed that the reader will have had a least one college-level course in elementary statistics. Ways of analyzing, interpreting, and reporting results are suggested, and details of recommended procedures are included. Appendices expand upon issues raised in the guidebook and characteristics of some widely used commercial reading and mathematics achievement tests are listed. (RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01