A causal analysis of the relationships among ongoing curriculum-based measurement and evaluation, the structure of instruction, and student achievement

Caren Wesson, Stanley Deno, Phyllis Mirkin, Geoffrey M Maruyama, Russell Skiba, Robert King, Bonita Sevcik

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)330-343
Number of pages14
JournalThe Journal of Special Education
Volume22
Issue number3
DOIs
StatePublished - Oct 1988

Fingerprint Dive into the research topics of 'A causal analysis of the relationships among ongoing curriculum-based measurement and evaluation, the structure of instruction, and student achievement'. Together they form a unique fingerprint.

Cite this