Literaturnachweis - Detailanzeige
Autor/inn/en | Marston, Douglas; und weitere |
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Titel | Measuring Pupil Progress: A Comparison of Standardized Achievement Tests and Curriculum-Related Measures. |
Quelle | In: Diagnostique, 11 (1986) 2, S.77-90 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Achievement Tests; Curriculum; Disabilities; Evaluation Methods; Intermediate Grades; Low Achievement; Reading Improvement; Reading Tests; Standardized Tests; Student Evaluation; Test Reliability; Writing (Composition); Writing Improvement Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Curricula; Lehrplan; Rahmenplan; Handicap; Behinderung; Mittelstufe; Unterdurchschnittliche Leistung; Lesetest; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Testreliabilität; Schreibübung |
Abstract | Two studies of third- through sixth-grade low-achievers (N=83) and 26 third-graders (some receiving special education services) compared traditional standardized achievement tests and alternative curriculum-based measures. Results indicated that curriculum-based measures were more sensitive in assessing student progress in reading and writing and related more consistently to a criterion measure of student growth. (Author/CB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |