This paper presents a conceptual model of assessment that defines six sequential, iterative steps: purpose identification; outcomes identification; measurement and evaluation design; data collection; analysis and evaluation; and decision making/action. The conceptual model of assessment closely parallels systematic scientific inquiry, especially…

Researchers consistently fail to report reliability estimates for data used in their studies. This lack of reporting hinders appropriate evaluation and interpretation of data and may lead to inappropriate conclusions. Because reliability is inured to scores obtained from a test, and not the test itself, it is important to report score reliability…

Assesses the relative effects of manipulation of antecedent stimulus conditions and subsequent reinforcement contingencies on imitative and nonimitative behavior. Fading (a form of antecedent conditions manipulation) was highly effective in establishing stimulus control of imitative and non imitative responding. Reinforcement of non imitative…

The ability of beginning readers to apply eighteen phonic generalizations in reading nonsense words in lists and sentences was studied. (Authors)

Issues relevant to teaching social studies are examined from a historical perspective. A curriculum plan, based on key generalizations from the social sciences, geography, and history is described. Emphasis is placed on development of intellectual skills, active involvement of the child through direct experiences, and the teaching of values. (SM)

Purpose of the present research was to determine whether certain Pavlovian conditioning phenomena occur in a simple probability learning situation. (Authors)

Eight experiments are reported: the first four demonstrate the context effects in short-term-memory (that retrieval from STM improves as the context for learning is made more similar to the context for retrieval), and four more experiments examine the mechanism by which the context effect might operate. (Author/MB)

Discusses learning instruments, which give people a way of examining their behavior within a systematic framework of theory which can be directly translated into practice. (Author)

A combination of instructions, modeling, praise, and feedback was applied for improving work performances with three mildly retarded adults in a business setting. Generalization occured across stimulus conditions and untrained responses, demonstrating that the retarded can be vocationally trained in a normal work setting without elaborate token…

The ability of moderately mentally retarded children who received training on the relational concept of "between" to set self-performance standards was investigated with 14 Ss (mean age 11 years). Results indicated that the Ss learned concepts that allowed them to set appropriate or realistic self-performance standards. (Author/SW)

Mothers of two severely handicapped infants were instructed via task analysis to teach their children three tasks. Results suggested that mothers learned quickly and children acquired, maintained, and generalized the desired responses. (CL)