The Relationship between Lesson Progress in Direct Instruction Programs and Student Test Performance
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Date
2014-07-17
Authors
Stockard, Jean
Journal Title
Journal ISSN
Volume Title
Publisher
National Institute for Direct Instruction (NIFDI)
Abstract
As the so-called “high stakes” tests have proliferated, students’ performance on state
developed and other forms of assessment has become a major concern of school officials.
Because the results of these tests often have serious financial and political implications,
schools may devote many hours to “test preparation,” hoping that this will increase
students’ scores. Yet, policy makers and parents have expressed concern over this practice,
suggesting that it can result in invalid measures of student achievement, divert attention
from crucial subject matter, and provide less than optimal models for students. Clearly,
school officials face a dilemma. They are under intense political and financial pressure to
have high test scores. Yet, they also wish to promote their students’ future academic
success and provide appropriate behavioral models.
Description
65 pages
Keywords
Technical Report, DI Curricula, Reading Mastery Signature Edition (RMSE), Connecting Math Concepts: Comprehensive Edition (CMCCE)