Diagnostic Evaluation Methods in Individualized Instruction.
The article focuses on the two investigations pertaining to diagnostic evaluation methods in individualized instruction. The first study sought to determine the effect of incorporating diagnostic testing into a hierarchically based, audio-tutorial program on constructing and interpreting graphs. The...
| Publicado en: | Science Education Vol. 56; no. 2; pp. 207 - 213 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Apr-Jun1972
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19371572&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19371572 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00368326 SED jtl: Science Education issn: 00368326 maglogo: Y pubinfo: dt: Apr-Jun1972 vid: 56 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 19371572 10.1002/sce.3730560212 ppf: 207 ppct: 6 formats: tig: atl: Diagnostic Evaluation Methods in Individualized Instruction. aug: au: Okey, James R. Brown, Jerry L. Fiel, Ronald L. affil: Indiana University, School of Education Bloomington, Indiana 47401 su: Individualized instruction Slow learning children Classroom learning centers Individualized education programs Continuous progress programs Educational evaluation Evaluation Educational standards Educational programs sug: subj: Individualized instruction Slow learning children Classroom learning centers Individualized education programs Continuous progress programs Educational evaluation Evaluation Educational standards Educational programs ab: The article focuses on the two investigations pertaining to diagnostic evaluation methods in individualized instruction. The first study sought to determine the effect of incorporating diagnostic testing into a hierarchically based, audio-tutorial program on constructing and interpreting graphs. The second study investigated how a change in administrative procedures affected the utility of using diagnostic testing. Specifically, the question asked in the second study was whether or not allowing students to grade their own diagnostic tests and to seek remedial instruction without teacher supervision would be as effective as having a teacher grade diagnostic tests and prescribe remedial instruction. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1972 holdings: @attributes: islocal: N |
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