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Paradigmatic Distinctions between Instructionally Relevant Measurement Models
Abstract
In this article, we delineate essential commonalities and distinctions between two approaches to measurement for instructional decision making. Specific subskill mastery measurement is explained using a case study, and salient features of this predominant model are described. Then, a major contrasting approach, the general outcome measurement model, is explained; a curriculum-based measurement case study is provided to illustrate general outcome measurement; and the essential features of this alternative model are reviewed. Finally, we describe how general outcome measurement represents an innovative approach to assessment by bridging traditional and contemporary paradigms.
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Citations
Cited by
Dynamic Indicators of Basic Early Literacy Skills
(2018) · The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation · doi:10.4135/9781506326139.n214 · Cited by 1,051
Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_4 · Cited by 545
Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005) · Psychology in the Schools · doi:10.1002/pits.20113 · Cited by 506
Self-citationDeno, S. L., Fuchs, L. S., Marston, D., & Shin, J. (2001) · School Psychology Review · doi:10.1080/02796015.2001.12086131 · Cited by 405
Self-citationFuchs, L. S., Fuchs, D., & Compton, D. L. (2004) · Exceptional Children · doi:10.1177/001440290407100101 · Cited by 225
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Metadata
- Authors
- Fuchs, L. S., & Deno, S. L.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 1991-05
- Volume
- 57
- Issue
- 6
- Pages
- 488-500
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W1944577436
- Cited by
- 393
- References
- 0
- FWCI
- 53.43
- Type
- journal article
- Language
- en
- Open access
- closed
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- Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic Distinctions between Instructionally Relevant Measurement Models. Exceptional Children. https://doi.org/10.1177/001440299105700603
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