Direct and Frequent Measurement of Student Performance: If It's Good for Us, Why Don't We Do It?

Abstract

Teachers serving learning disabled (LD) students provided information about the use of direct and frequent measurement in special education. Although most were familiar with these measurement strategies, relatively few teachers used them because they thought they were too time consuming or because of their own lack of skills. However, teachers who did use the techniques most often reported that measurement of this type requires less than 10% of a student's instructional time. The implications of these and other findings related to special education measurement and teacher training are discussed.

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