Models for Measuring Growth and the Measurement of Outcomes.

Autor/in	Athey, Irene
Titel	Models for Measuring Growth and the Measurement of Outcomes.
Quelle	(1975), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Criterion Referenced Tests; Elementary Education; Intelligence Tests; Longitudinal Studies; Measurement; Models; Norm Referenced Tests; Program Effectiveness; Reading; Reading Achievement; Reading Comprehension; Reading Tests; Standardized Tests; Testing + Suchen Sie Ihr Suchwort? Elementarunterricht; Intelligence test; Intelligenztest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messverfahren; Analogiemodell; Leseprozess; Lesen; Leseleistung; Leseverstehen; Lesetest; Standadised tests; Standardisierter Test; Testdurchführung; Testen
Abstract	The need for improved measures is particularly acute in reading because, in spite of the magnitude of time and effort which continues to be invested in reading, there is no insurance that the outcome is indeed proportionate to the effort involved. How much of the educational system's performance relative to its own goals is measured by a standardized test is unknown. Yet this is the kind of information which must be available to a school system if it is to make sound decisions on the effectiveness of its programs. The longitudinal evaluation study using criterion-referenced measures of important reading-related skills which is briefly described in the report is seen as offering a new model for tests development which allows for some user involvement in the construction process, as well as contributing significantly to the solution of problems raised in the context of this report. (Author/RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01