Collecting and Documenting Evidence: Methods for Helping Teachers Improve Instruction and Promote Academic Success

Laurice M. Joseph, Laura A. Kastein, Moira Konrad, Paula E. Chan, Mary T. Peters, Virginia A. Ressa

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

The ongoing collection and documentation of evidence of students’ performance in the classroom is a fundamental component of formative instructional practices, essential for ensuring student success. Multiple methods of collecting and documenting evidence of students’ academic performance in the classroom are described. These methods include direct behavioral observations, evaluation rubrics, recording devices, general curriculum-based outcome measures, goal attainment scaling, and graphing performance. A discussion of how teachers can use data derived from these assessment methods to make instructional decision is provided.

Original languageEnglish (US)
Pages (from-to)86-95
Number of pages10
JournalIntervention in School and Clinic
Volume50
Issue number2
DOIs
StatePublished - Nov 8 2014
Externally publishedYes

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2014.

Keywords

  • academic
  • assessment
  • collaboration
  • general and special education
  • intervention
  • measurement
  • standards

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