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Direct linkRomig, John Elwood; Therrien, William J.; Lloyd, John W. – Journal of Special Education, 2017
We used meta-analysis to examine the criterion validity of four scoring procedures used in curriculum-based measurement of written language. A total of 22 articles representing 21 studies (N = 21) met the inclusion criteria. Results indicated that two scoring procedures, correct word sequences and correct minus incorrect sequences, have acceptable…
Descriptors: Meta Analysis, Curriculum Based Assessment, Written Language, Scoring Formulas
Hord, Casey; Xin, Yan Ping – Journal of Special Education, 2015
In the current educational climate, teachers are required to find methods to give all students, including students with mild intellectual disability, access to the general education curriculum. The purpose of this study was to investigate the combined effects of the concrete-semiconcrete-abstract instructional sequence and model-based problem…
Descriptors: Teaching Methods, Mild Mental Retardation, Mathematical Concepts, Grade 6
Caffrey, Erin; Fuchs, Douglas; Fuchs, Lynn S. – Journal of Special Education, 2008
The authors report on a mixed-methods review of 24 studies that explores the predictive validity of dynamic assessment (DA). For 15 of the studies, they conducted quantitative analyses using Pearson's correlation coefficients. They descriptively examined the remaining studies to determine if their results were consistent with findings from the…
Descriptors: Student Evaluation, Predictive Validity, Norm Referenced Tests, Criterion Referenced Tests
Peer reviewedGoodstein, H. A. – Journal of Special Education, 1982
A review of alternative methodologies and a conceptual framework for the study of reliability of criterion-referenced tests are presented. The possibility of aptitude-x-assessment interactions is considered and implications are discussed. (Author)
Descriptors: Criterion Referenced Tests, Disabilities, Elementary Secondary Education, Research Methodology
Peer reviewedShoemaker, David M. – Journal of Special Education, 1972
Considered is the improvement of criterion-referenced measurement as applied to individual and group assessment of handicapped and normal children. (DB)
Descriptors: Criterion Referenced Tests, Evaluation, Exceptional Child Education, Handicapped Children
Peer reviewedProger, Barton B. – Journal of Special Education, 1975
Descriptors: Criterion Referenced Tests, Elementary Secondary Education, General Education, Reading Tests
Peer reviewedGorth, William P.; Hambleton, Ronald K. – Journal of Special Education, 1972
Descriptors: Criterion Referenced Tests, Evaluation, Exceptional Child Education, Handicapped Children
Peer reviewedMuhich, Dolores – Journal of Special Education, 1976
Criterion Referenced Measurement (CRM) in the initial acquisition of the psychomotor skill of typewriting demonstrated speed gains from 8 hours of instruction distributed over a 6-week interval for 4 male adolescent underachievers of above- and below-average intelligence. (Author)
Descriptors: Criterion Referenced Tests, Exceptional Child Research, Feedback, Handicapped Children
Peer reviewedBradley, John M. – Journal of Special Education, 1976
Descriptors: Criterion Referenced Tests, Elementary Education, General Education, Reading Achievement
Peer reviewedThurlow, Martha L.; House, Allison L.; Scott, Dorene L.; Ysseldyke, James E. – Journal of Special Education, 2000
Examination of participation and accommodation policies of all states revealed that in most states the Individualized Education Program team is central in deciding the participation of students with disabilities in state assessments. Testing accommodations are commonly allowed, although there is considerable variability. States generally offer…
Descriptors: Criterion Referenced Tests, Disabilities, Educational Assessment, Elementary Secondary Education
Peer reviewedBricker, Diane; Gumerlock, Sarah – Journal of Special Education, 1988
A comprehensive three-level program evaluation plan assesses overall impact of early intervention programs through assessment of children's progress toward developmental milestones; quarterly child progress through administration of a program-relevant, criterion-referenced tool; and weekly child progress toward specific instructional objectives by…
Descriptors: Child Development, Criterion Referenced Tests, Developmental Programs, Developmental Tasks
