This paper documents a successful methodology for the validation of data in general and for evaluating educational finance data in particular. The report addresses the errors found as a result of the independent completion of Part B-1 of the Elementary-Secondary General Information System (ELSEGIS)--the Local Education Agency Fiscal Report. This…

In recent years, there has been a growing research interest in the analysis of errors adults make while learning a second language. The underlying objective of most of these analyses has been to reveal the systematicity of adult errors in an effort to understand the process of adult second language learning. This paper deals with errors from a…

Generally, ratings have notoriously low inter-rater reliabilities. Because of differences in orientation, background, and expectations, ratings are seldom made from the same point of reference; thus, many types of error mask the true rating variance. Guilford's technique identified most types of constant error by analysis of variance and then…

Some oral reading errors were found to be more significant than others in evaluating a pupil's performance in reading at six comprehension levels. The percentage of seven kinds of errors (pronunciation, mispronunciation, omission, substitution, addition, repetition, and punctuation) was computed to the levels of reading comprehension for good,…

The ability of 100 second-grade boys and girls to self-correct oral reading errors was studied in relationship to visual-form perception, phonic skills, response speed, and reading level. Each child was tested individually with the Bender-Error Test, the Gray Oral Paragraphs, and the Roswell-Chall Diagnostic Reading Test and placed into a group of…

The unbiased estimate of a "treatment effect" reached by analysis of covariance in a nonrandomized experiment would often require that a different covariate be used in each treatment. A sufficient but unlikely condition for an unbiased estimate is that the covariate for each treatment is (1) the complete covariate that predicts the outcome as…

College Level Examination Program (CLEP) Tests were normed on a national basis, administering the test to nationwide samples of subjects. Norms appear in the booklet, CLEP Scores: Interpretation and Use, and consist of the test score means for groups of students receiving grades of A, B, C, D, and F in the relevant course, the proportion of…

The optimum weighting of variables to predict a dependent-criterion variable is an important problem in nearly all of the social and natural sciences. Although the predominant method, multiple regression analysis (MR), yields optimum weights for the sample at hand, these weights are not generally optimum in the population from which the sample was…

The author mentions several broad types of student elementary algebra errors, including incorrect cancellation and cross-multiplication, notes confusing terms and factors, and gives several suggestions to help students avoid these. (MN)

Discusses a study of fourth-grade students' spelling ability that was conducted in response to reports that students in a particular school district had poor spelling skills. (JC)

The present study examined the effect of three modes of feedback on the seriousness of error types committed on a post-test. The effect of the feedback made on post-test errors was found to be differential and dependent upon the seriousness of errors committed on the pre-test. (Author/LMO)

Reviews research on the possible roles that errors might play in learning to read. Contrasts a productive view of errors with the view that errors are problematic to instruction, stating that the two are compatible. Concludes that errors can have both a generative and an inhibiting function depending upon instructional conditions. (GEA)

Reveals striking differences between the characteristics of oral reading errors made to content and function words: Content word errors tended to be graphically similar but contextually unacceptable, whereas the reverse was true for function word errors. Argues that some errors are better viewed not as errors in word recognition but as…

The advantages of a rule assessment approach to interpreting achievement test results were demonstrated using an S-P chart with coded error types. The problems of similar total test scores resulting from completely different misapprehensions, as well as correct answers resulting from incorrect rules of operation, were addressed using simulated…

Diagnostic evaluation is a major way to help students overcome errors. How such evaluation can be done is discussed, with comments on what should be checked and recorded by the teacher. (MNS)