Abstract
A program evaluation of the benefits of utilizing systematic procedures for data review to make instructional decisions was conducted with teachers in two university-affiliated programs who had been using a standard method of data summary and evaluation with school-aged children and with adults for 1 to 2 years prior to our study. During a 6-month period, the teachers' ongoing decision making was evaluated through measures of decisions to change or continue instruction that were based on rules for various data patterns and the effect of these decisions on subsequent student progress. Some support was found for the benefit of rule following on student progress. Suggestions for designing research to further evaluate the benefits of systematic data-based decisions are described.
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