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Direct linkGersten, Russell; Jayanthi, Madhavi; Dimino, Joseph – Exceptional Children, 2017
The report of the national response to intervention (RTI) evaluation study, conducted during 2011-2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors can influence the interpretation of the results from this evaluation. In this commentary, we…
Descriptors: Response to Intervention, National Programs, Program Effectiveness, Program Evaluation
Davidson, Marcia R.; Howell, Kenneth W. – Diagnostique, 1997
Reviews problems with the current movement to use national standards and performance assessment to reform education and the impact of the standards on students with disabilities. The characteristics of standards, as they are currently being employed, are discussed, along with issues related to measurement, reliability, and validity. (Author/CR)
Descriptors: Academic Standards, Disabilities, Educational Innovation, Elementary Secondary Education
Pollack, Judith M. – 1990
This paper summarizes an investigation of applications and issues in free response (FR) testing during 1989. It draws on ideas from the results of the National Educational Longitudinal Study 1988 (NELS:88) field test, a seminar series at the Educational Testing Service (ETS), working papers prepared for several FR testing applications, and…
Descriptors: Comparative Analysis, Costs, Educational Assessment, Elementary Secondary Education
Isham, Steven P.; Allen, Nancy L. – 1992
As a result of the dual roles of the National Assessment of Educational Progress (NAEP) to measure trends in academic achievement over time and to measure what students know and can do, a scale anchoring procedure was developed. Although the NAEP provides norm-referenced information about student proficiency, the scale anchoring procedure gives…
Descriptors: Academic Achievement, Criterion Referenced Tests, Elementary School Students, Elementary Secondary Education
Download full textInternational Association for Development of the Information Society, 2012
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…
Descriptors: Academic Achievement, Academic Persistence, Academic Support Services, Access to Computers
