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Fox, James J.; Gunter, Philip; Davis, Carol Ann; Brall, Samantha – Preventing School Failure, 2000
This article discusses three major purposes of observation in functional behavioral assessment: to describe and help analyze the classroom events leading to challenging behaviors, to develop and evaluate the accuracy of hypotheses about these triggers, and to evaluate the effectiveness of interventions for challenging behavior developed from the…
Descriptors: Behavior Disorders, Behavior Modification, Classroom Observation Techniques, Elementary Secondary Education
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Gormly, John B. – New Directions for Program Evaluation, 1981
Comprehensive assessment of educational systems can assist educators in improving the nature of formal education. Goals of education are long range and very general. By observing, describing and classifying teacher and student behaviors, realistic and immediate goals can be established. Effective assessment aids administrative decisions by…
Descriptors: Educational Assessment, Educational Objectives, Educational Planning, Educational Quality
Hild, Harold N., Ed. – 1982
Three types of evaluation methods are discussed in terms of their use in evaluating both cognitive and affective learning in developmental programs: standardized tests; criterion-referenced tests; and naturalistic inquiries. Section I looks at the complexities of learning and the inherent difficulties in judging the quality and quantity of what is…
Descriptors: Criterion Referenced Tests, Developmental Studies Programs, Educational Diagnosis, Educational Testing
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Dubble, Sharon L. – NAMTA Journal, 2000
Applies the principles of development and integration to the maturation of Montessori schools. Suggests that evaluative inquiry be used as the basis for community inquiry and problem solving by Montessori staff so that reflection, questioning, and decision making result in the highest level of Montessori implementation. (KB)
Descriptors: Children, Decision Making, Educational Philosophy, Educational Practices