Special Education Practice in Evaluating Student Progress toward Goals. [Report No.: IRLD-RR-81

Autor/inn/en	Fuchs, Lynn S.; und weitere
Institution	Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Titel	Special Education Practice in Evaluating Student Progress toward Goals. [Report No.: IRLD-RR-81
Quelle	(1982), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Observation Techniques; Disabilities; Elementary Secondary Education; Individualized Education Programs; Informal Assessment; Mastery Learning; Special Education Teachers; Student Educational Objectives; Student Evaluation; Surveys; Teaching Skills + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Survey; Umfrage; Befragung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Surveys of 147 special education teachers and observations of 20 practicing teachers and 20 cooperating teachers were used to (1) determine which evaluation procedures are used most often by special education teachers in their evaluation of student progress, and (2) assess the adequacy of those procedures. Survey respondents indicated that they assess progress on individualized education program (IEP) objectives quarterly, that they rely on informal observation for assessing students' mastery of objectives, and that they are confident in their assessments of student performance. Observations of teachers during instruction corroborated these survey findings; teachers actually relied on and were confident in their informal observations of student performance on lesson objectives. Nevertheless, the observed teachers were highly inaccurate in their assessments of student mastery of lesson objectives and in their estimates of performance on lesson objectives. Implications for monitoring student progress are discussed. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01