Volume 18, Issue 3 (1989)
Developing Math Skills in Low-Achieving High School Students Through Curriculum-Based Assessment
Edward E. Gickling, Ronald L. Shane, Keith M. Croskery
ABSTRACT: This study investigated the effects of an intervention incorporating curriculum-based assessment for instructional design on the performance of high school low achievers in general mathematics classes. Subjects were identified as being at-risk for academic failure, placed in matched pairs, and assigned randomly to treatment and control groups. Treatment group subjects received instructional materials that were matched to their instructional levels and controlled the rates of knowns to unknowns, developed from on-going curriculum-based assessment of their performance. The control group subjects continued to receive regular classroom assignments. Data analysis was limited to the 17 subjects completing the study. Findings demonstrated positive intervention effects on achievement,grades, and measures of Academic Learning Time. A differential rate of attrition of experimental and control group subjects was also found.
NASP Members Log in
to download article.