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• W2039841212 abstract "responsible for vigorous efforts at assessment and evaluation of program activities, the latter directed in large measure toward children in elementary age levels and younger. Unfortunately, the research over the threeyear review period has not reflected the concerns of the field evaluator, nor have the studies been of particular relevance in terms of input in the evaluation process. There is a great need to wed the talents of the universitybased researcher and the school evaluator if we are ever to separate the wheat from the chaff in compensatory and innovative educational programs. In deciding what topics to include in this chapter, we have necessarily been arbitrary and have reviewed only those areas thought to be of most current interest and importance. During the past few years, the measurement of educational achievement has taken on an importance which transcends local interest and use. Standardized achievement tests have been the key source of data for evaluating the success of federally funded programs, particularly those under Title I of ESEA. The thought that billion-dollar expenditures for education may be contingent in part upon the rise of tested pupil achievement makes one wish more confidence could be placed in such measures both in terms of their proper use and interpretation and of their relevance in measuring important educational outcomes. Three studies are reported as representative of the types of pitfalls encountered in using achievement tests for evaluation. Bernard (1966) tested 1,200 fourth- and fifth-graders in June and September to determine whether" @default.
• W2039841212 created "2016-06-24" @default.
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• W2039841212 date "1968-02-01" @default.
• W2039841212 modified "2023-09-23" @default.
• W2039841212 title "Testing the Educational and Psychological Development of Preadolescent Children. Ages 6-12" @default.
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• W2039841212 doi "https://doi.org/10.2307/1169587" @default.
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