A Causal Analysis of the Relationships among Ongoing Curriculum-Based Measurement and Evaluation, the Structure of Instruction, and Student Achievement.

Wesson, Caren; And Others

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Peer reviewed

ERIC Number: EJ382117

Record Type: Journal

Publication Date: 1988

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A Causal Analysis of the Relationships among Ongoing Curriculum-Based Measurement and Evaluation, the Structure of Instruction, and Student Achievement.

Wesson, Caren; And Others

Journal of Special Education, v22 n3 p330-43 Fall 1988

Causal modeling techniques were used to examine relationships among: (1) a curriculum-based special education measurement and evaluation system, (2) structure of instruction, and (3) achievement. All three constructs were stable over time. Teachers' accuracy in setting up student performance measurement was directly related to student achievement. (Author/DB)

Descriptors: Academic Achievement, Diagnostic Teaching, Disabilities, Elementary Secondary Education, Instructional Design, Models, Student Evaluation

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

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Language: English

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