This article presents rules for focusing the thinking and actions of evaluators. First it briefly explains the need to link curriculum-based evaluation to the development of individualized educational plans. Then it provides a specific set of rules for focusing evaluator thought.
Get full access to this article
View all access options for this article.
References
1.
Anderson, L.M. (1984). The environment of instruction: The function of seatwork in a commercially developed curriculum. In G.G. Duffy, L.R. Roehler, & J. Mason (Eds.), Comprehension instruction: Perspectives and suggestions (pp. 93–103). New York: Longman.
2.
Anderson, L.M., Brubaker, N.L., Alleman-Brooks, J., & Duffy, G. (1985). A qualitative study of seatwork in first-grade classrooms. The Elementary School Journal, 86, 123–140.
3.
Anderson, L.W., & Block, J.H. (1987). Mastery learning models. In M.J. Dunkin (Ed.), The International encyclopedia of teaching and teacher education, (pp. 58–67). New York: Pergamon.
4.
Arter, J.A., & Jenkins, J.R. (1979). Differential diagnosis-prescriptive teaching: A critical appraisal. Review of Educational Research, 49, 517–555.
5.
Berliner, D. (1989). The place of process-product research in developing the agenda for research on teacher thinking. Paper presented at the meetings of the American Educational Research Association, Boston, MA.
6.
Blankenship, C.S. (1985). Using curriculum-based assessment data to make instructional decisions. Exceptional Children, 52, 233–238.
7.
Bloom, B.S. (1980). The new direction in education research: Alterable variables. Phi Delta Kappan, 61, 382–385.
8.
Campbell, N.R. (1940). Final report, Committee of the British Association of Advancement of Science on the problem of measurement. London: British Association.
9.
Christenson, S.L., Ysseldyke, J.E., and Turlow, M.L. (1989). Critical instructional factors for students with mild handicaps: An integrative review. Remedial and Special Education, 10, 21–31.
10.
Clark, C.M., & Peterson, P.L. (1986). Teachers' thought processes. In M.C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed.) (pp. 255–296). New York: Macmillan.
11.
Cohen, S.A. (1987). Instructional alignment: Searching for a magic bullet. Educational Researcher, 16, 16–20.
12.
Deno, S.L. (1985). Curriculum-based program measurement: The emerging alternative. Exceptional Children.52, 219–232.
13.
Deno, S.L., Marston, D., & Tindal, G. (1986). Direct and frequent curriculum-based measurement: An alternative for educational decision making. In R.E. Bennett & C.A. Maher (Eds.), Emerging Perspectives on Assessment of Exceptional Children, (pp. 5–28). New York: Haworth Press.
14.
Eaton, M.D., & Lovitt, T.C. (1972). Achievement tests vs. direct and daily measurement. In G. Semb (Ed.), Behavior analysis and education--1972 (pp. 78–87). Lawrence, Kans.: University of Kansas Press.
15.
Eisner, E.W. (1982). Cognition and curriculum. New York: Longman.
16.
Fuchs, L.S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199–208.
17.
Fuchs, L.S., & Fuchs, D. (1988). Curriculum-based measurement: A methodology for evaluating and improving student programs. Diagnostique, 14, 3–13.
18.
Gearheart, C. & Gearheart, B. (1990). Introduction to special education assessment: Principles and practices. Denver, Colo: Cove Publishing.
19.
Glaser, R. (1990). The reemergence of learning theory within instructional research. American Psychologist, 45, 29–39.
20.
Howell, K.W. (1983). Task analysis and the characteristics of tasks. Journal of Special Education Technology, 6, 5–14.
21.
Howell, K.W. (1986). Direct assessment of academic performance. School Psychology Review, 15, 324–335.
Howell, K.W., & Morehead, M.K. (1987). Curriculum-based evaluation for special and remedial education. Columbus, OH: Charles E. Merrill.
24.
Johnson, M. (1967). Definitions and models in curriculum theory. Educational Theory, 7, 127–140.
25.
Kaplan, A. (1964). The conduct of inquiry: Methodology for behavioral science.New York: Chandler Publishing.
26.
Kavale, K.A., & Forness, S.R. (1987). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children, 54, 228–239.
27.
Kavale, K.A. & Forness, S.R. (1990). Substance over style: a rejoinder to Dunn's animadversions. Exceptional Children, 56, 357–361.
28.
Liberty, K.A., Haring, N.G., White, O.R., & Billingsley, F. (1988). A technology for the future: Decision rules for generalization. Education and Training in Mental Retardation, 23, 315–326.
29.
Palincsar, A.S. & Brown, A. (1987). Advances in improving the cognitive performance of handicapped students. In M.C. Wang, M.C. Reynolds & H.J. Walberg (Eds.), Handbook of special education: Research and practice (Vol. 1) (pp. 93–112). New York: Pergamon Press.
30.
Sattler, J.M. (1988). Assessment of children (3rd ed.). San Diego: Author.
31.
Shavelson, R.J., & Stern, P. (1981). Research on teachers' pedagogical thoughts, judgments, decision, and behavior. Review of Educational Research, 51, 455–498.
32.
Shinn, M.R. (1989). Curriculum-based measurement: Assessing special children.New York: Guilford.
33.
Shinn, M.R., Rosenfield, S., & Knutson, N. (1989). Curriculum-based assessment: A comparison of models. School Psychology Review, 18, 299–316.
34.
Shulrhan, L.S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M.C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed.) (pp. 3–36). New York: MacMillan.
35.
Shulman, L.S. (1987). Assessing content and process: Challenges for the new assessments. Three presentations from the National Conference on Assessment in Higher Education. Washington, D.C.: AAHE Assessment Forum.
Tindal, G., Shinn, M., & Germann, G. (1987). The effect of different metrics on interpretations of change in program evaluation. Remedial and Special Education, 8, 19–28.
39.
Tucker, J.A. (1985). Curriculum-based assessment: An introduction. Exceptional Children, 52, 199–204.
40.
Ysseldyke, J.E. (1987). Classification of handicapped students. In M.C. Wang, M.C. Reynolds, & H.J. Walberg (Eds.), Handbook of Special Education: Research and Practice (Vol. 1) (pp. 253–272). New York: Pergamon Press.
