The Burden of Proof: Validity as Improvement of Instructional Practice

This article examines the validity of recent efforts to improve instructional assessment in mathematics for special education students. The article concludes that, to claim that an assessment is valid for informing instruction, researchers must present evidence indicating that the assessment informa...

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Veröffentlicht in:	Exceptional children 1995-05, Vol.61 (6), p.510-519
1. Verfasser:	Gertsen, Russell
Format:	Artikel
Sprache:	eng
Schlagworte:	Biological and medical sciences Curricula Curriculum-based assessment Disabilities Educational evaluation Educational Researchers Elementary Secondary Education Grade 4 Instructional Effectiveness Instructional Improvement Learning Disabilities Mathematics Mathematics education Mathematics Instruction Medical sciences Preschool Children Psychoeducational assessment Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Special education Special education. Orthophony Special needs children Student Evaluation Teaching Methods Treatments Validity
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Beschreibung
Zusammenfassung:	This article examines the validity of recent efforts to improve instructional assessment in mathematics for special education students. The article concludes that, to claim that an assessment is valid for informing instruction, researchers must present evidence indicating that the assessment information is used by teachers as intended and results in improved student learning. (Author/JDD)
ISSN:	0014-4029 2163-5560
DOI:	10.1177/001440299506100602