Volume 15, Issue 3 (1986)
Direct Assessment of Academic Performance
Kenneth W. Howell
Recent criticisms of school psychology have led to questioning of the value of traditional evaluation. Much of this criticism stems from discontinuity between those evaluative procedures and instruction. This article first disconfirms the use of traditional procedures and then focuses on direct assessment of academic performance.The interactive nature of learning and the use of a task analytical approach to treatment-oriented assessment are emphasized.
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