Direct Assessment of Academic Performance.

Howell, Kenneth W.

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Peer reviewed

ERIC Number: EJ336939

Record Type: CIJE

Publication Date: 1986

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Direct Assessment of Academic Performance.

Howell, Kenneth W.

School Psychology Review, v15 n3 p324-35 1986

This article first disconfirms the use of traditional evaluation procedures, and then focuses on direct assessment of academic performance. The interactive nature of learning and the use of a task analytical approach to treatment-oriented assessment are emphasized. (LMO)

Descriptors: Academic Achievement, Aptitude Treatment Interaction, Cognitive Processes, Elementary Secondary Education, Instruction, Intervention, Learning Strategies, Models, Psychological Evaluation, Student Evaluation, Task Analysis

Publication Type: Journal Articles; Reports - Descriptive

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Audience: N/A

Language: English

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