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Hess, Karin K.; Jones, Ben S.; Carlock, Dennis; Walkup, John R. – Online Submission, 2009
To teach the rigorous skills and knowledge students need to succeed in future college-entry courses and workforce training programs, education stakeholders have increasingly called for more rigorous curricula, instruction, and assessments. Identifying the critical attributes of rigor and measuring its appearance in curricular materials is…
Descriptors: Educational Objectives, Classification, Matrices, Curriculum Development

Romberg, Thomas A.; Braswell, James – Journal for Research in Mathematics Education, 1973
Described is a method to assist developers of mathematics programs to make formative evaluations. The method involves periodic achievement testing via item sampling. Details of item construction, periodic testing, and profile construction are given in a discussion of how this method was applied to modify a sixth-grade mathematics program. (JP)
Descriptors: Curriculum, Curriculum Development, Evaluation, Formative Evaluation
Scott, Craig S.; Thorne, Gaylord – 1980
Two different methods for collecting course-specific data on class learning and growth are discussed. The first, Item/Student Sampling, is directly dependent upon assessing class performance both prior to and following instruction. This procedure relies on multiple matrix sampling techniques. The second method, referred to as Self-Report of Course…
Descriptors: Academic Achievement, Affective Measures, Course Evaluation, Course Objectives
Hively, Wells; And Others – 1973
A technology for domain or criterion referenced testing was developed to evaluate the Minnesota Mathematics and Science Teaching Project (MINNEMAST) in grades K-6. The venture was influenced by the low achievement of MINNEMAST students on standardized tests. After instructional objectives were selected and operationally defined, corresponding test…
Descriptors: Achievement Tests, Criterion Referenced Tests, Curriculum Development, Curriculum Evaluation