TY - JOUR
T1 - A causal analysis of the relationships among ongoing curriculum-based measurement and evaluation, the structure of instruction, and student achievement
AU - Wesson, Caren
AU - Deno, Stanley
AU - Mirkin, Phyllis
AU - Maruyama, Geoffrey M
AU - Skiba, Russell
AU - King, Robert
AU - Sevcik, Bonita
PY - 1988/10
Y1 - 1988/10
N2 - Causal modeling techniques were used to examine the relationships among three constructs: (a) a curriculum-based measurement and evaluation system, (b) structure of instruction, and (c) achievement. Measures of the three constructs were collected for 117 elementary-level resource room students. All three constructs were stable over time. Teachers’ accuracy in setting up student performance measurement and silent reading were found to be related directly to achievement. Implications for teacher training are discussed.
AB - Causal modeling techniques were used to examine the relationships among three constructs: (a) a curriculum-based measurement and evaluation system, (b) structure of instruction, and (c) achievement. Measures of the three constructs were collected for 117 elementary-level resource room students. All three constructs were stable over time. Teachers’ accuracy in setting up student performance measurement and silent reading were found to be related directly to achievement. Implications for teacher training are discussed.
UR - http://www.scopus.com/inward/record.url?scp=84970710124&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84970710124&partnerID=8YFLogxK
U2 - 10.1177/002246698802200304
DO - 10.1177/002246698802200304
M3 - Article
AN - SCOPUS:84970710124
SN - 0022-4669
VL - 22
SP - 330
EP - 343
JO - The Journal of Special Education
JF - The Journal of Special Education
IS - 3
ER -
