The Formative Evaluation of Patterns in Arithmetic Grade 6 Using Item Sampling, Phase 2: Analysis of Mathematics Instruction (Parts 1, 2 and 3). [Report No.: TR-113

Autor/in	Braswell, James
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	The Formative Evaluation of Patterns in Arithmetic Grade 6 Using Item Sampling, Phase 2: Analysis of Mathematics Instruction (Parts 1, 2 and 3). [Report No.: TR-113
Quelle	(1970), (253 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Evaluation; Doctoral Dissertations; Educational Television; Elementary School Mathematics; Grade 6; Instruction; Mathematical Concepts; Patterns in Mathematics + Suchen Sie Ihr Suchwort? Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsfernsehen; Schulfernsehen; Elementare Mathematik; Schulmathematik; School year 06; 6. Schuljahr; Schuljahr 06; Teaching process; Unterrichtsprozess; Mathematische Struktur
Abstract	Evaluated was grade 6 of a televised arithmetic program, "Patterns in Arithmetic." The major goal was to determine whether or not the technique of item-sampling could be incorporated into a design effective for formative curriculum evaluation. Approximately 60 classes near Madison, Wisconsin, participated in the study. Tests were administered at four times during the year to a random sample of students to provide a profile of performance change. As a result of these tests, changes were made in the television presentations. It was concluded that item-sampling had the following advantages over traditional achievement testing: (1) more detailed information is provided, (2) planning and review are more effective, (3) transient aspects become evident, (4) revision is more effectively accomplished, and (5) it is more economical of time and money. (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01