Descriptor
| Academic Achievement | 3 |
| Achievement Tests | 3 |
| Formative Evaluation | 3 |
| Academic Aptitude | 2 |
| Educational Objectives | 2 |
| Models | 2 |
| Program Evaluation | 2 |
| Accountability | 1 |
| Administration | 1 |
| Administrator Role | 1 |
| Aptitude Tests | 1 |
| More ▼ | |
Source
| School Psychology Review | 1 |
Author
| Alexander, Donald L. | 1 |
| Farland, Parnell | 1 |
| Hamilton, Chad | 1 |
| O'Reilly, Robert | 1 |
| Puzzuoli, David A. | 1 |
| Shinn, Mark R. | 1 |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
Education Level
| Grade 3 | 1 |
Audience
Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Stanford Achievement Tests | 3 |
| School and College Ability… | 2 |
| Learning Environment Inventory | 1 |
| Sequential Tests of… | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Download full textPuzzuoli, David A.; Alexander, Donald L. – 1971
In September 1962, the State Board of Education initiated a broad annual study of the academic achievement and scholastic aptitude of West Virginia public schools called the State-County Testing Program. The results of this program in Region II West Virginia schools for 1965-66 - 1969-70 are analyzed to: 1) identify discernable trends; 2) find any…
Descriptors: Academic Achievement, Academic Aptitude, Accountability, Achievement Tests
Peer reviewed
Direct linkHamilton, Chad; Shinn, Mark R. – School Psychology Review, 2003
Despite a body of evidence that curriculum-based measurement of reading (R-CBM) is a valid measure of general reading achievement, some school-based professionals remain unconvinced. At the core of their argument is their experience with word callers, students who purportedly can read fluently, but do not understand what they read. No studies have…
Descriptors: Reading Comprehension, Curriculum Based Assessment, Oral Reading, Reading Achievement
O'Reilly, Robert; Farland, Parnell – 1974
A model for educational supervisors which attempts to link management theory to learning is demonstrated. With teachers today having greater autonomy in selecting appropriate content and methods, supervisors should focus on two tasks: they should become more involved with teachers in selecting goals and become more adept in monitoring the…
Descriptors: Academic Achievement, Academic Aptitude, Achievement Tests, Administration
