Paradigmatic Distinctions between Instructionally Relevant Measurement Models.

Fuchs, Lynn S.; Deno, Stanley L.

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Peer reviewed

ERIC Number: EJ428597

Record Type: Journal

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0014-4029

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Paradigmatic Distinctions between Instructionally Relevant Measurement Models.

Fuchs, Lynn S.; Deno, Stanley L.

Exceptional Children, v57 n6 p488-99 May 1991

Two approaches to measurement for instructional decision making (specific subskill mastery measurement and general outcome measurement) are described and illustrated with case studies. The paper concludes that measuring general outcome indicators can bridge traditional and contemporary assessment paradigms to form an innovative approach to measurement for instructional planning. (Author/JDD)

Descriptors: Behavioral Objectives, Case Studies, Decision Making, Elementary Secondary Education, Evaluation Methods, Instructional Design, Mastery Learning, Mastery Tests, Measurement Techniques, Models, Student Educational Objectives, Student Evaluation

Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers

Education Level: N/A

Audience: Practitioners; Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A