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Jeff Irvine – Journal of Instructional Pedagogies, 2023
The Pirie-Kieren Model (PKM) was a paradigm shift in theories of learning by presenting a coherent, consistent theory compatible with complexity theory. PKM recognized that learning is non-linear, recursive, iterative, and emergent. PKM was one of the first theories to depart from the linear models of learning that dominated theories of learning…
Descriptors: Models, Mathematics Education, Educational Theories, Taxonomy
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Ginger G. Collins – Perspectives of the ASHA Special Interest Groups, 2023
Purpose: The impact of morphological knowledge on students' literacy development has been well documented. The purpose of this tutorial is to illustrate how school-based speech-language pathologists (SLPs) can target morphology in their interventions to support their students' literacy development. Method: This tutorial includes a review of the…
Descriptors: Morphology (Languages), Literacy Education, Speech Language Pathology, Intervention
Weiser, Margaret G. – 1982
Early childhood teachers generally have not recognized that assessment is a necessary adjunct to effective teaching, but instead have concluded that it is the concern of special educators or program evaluators. In fact, assessment can play a most important role in planning for and instructing all children. Assessment can be defined as a conscious,…
Descriptors: Criterion Referenced Tests, Early Childhood Education, Evaluation Methods, Formative Evaluation
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Shepard, Lorrie A. – Educational Measurement: Issues and Practice, 1990
Results of a 1987 report indicating that elementary students of all states were above the national average are assessed. Issues addressed include teaching for standardized tests, the effect of teaching on national norms, and alternatives available to protect the integrity of instruction and the validity of normed test scores. (TJH)
Descriptors: Achievement Tests, Elementary Education, Evaluation Methods, National Norms
Pimsleur, Paul – Language Association Bulletin, 1975
A norm-referenced evaluation system, which evaluates the student in comparison to his peers, is rejected in favor of a criterion-referenced system. The latter, which rates the performance of a student on an absolute standard, makes for an individualized approach. Two kinds of tests are distinguished, the formative, administered during the course…
Descriptors: College Language Programs, Communicative Competence (Languages), Criterion Referenced Tests, Evaluation Criteria
Wright, Calvin E.; Kim, Yungho – 1977
The characteristics of effective or successful individualized instructional programs were investigated. The work of other evaluators was reviewed and a series of screening criteria were applied in order to identify effective programs. Programs were selected from evaluation reports for their effectiveness and their "popularity." Information about…
Descriptors: Achievement Tests, Annotated Bibliographies, Class Organization, Compensatory Education