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Evaluating Children for Instructional Purposes

Evaluating Children for Instructional Purposes Children Evaluating for Instructional Purposes Donald D. Hammill* ENSURE the most successful instruction of children with TO the teacher must have under- disabilities, considerable learning of each and weak- standing psychoeducational pupil’s strengths a child’s nesses. No overview of will suf- superficial performance fice. of IQ, level, or status, Knowledge reading grade neurological while does not information with which interesting, provide enough either to establish or to construct a appropriate goals reality-based for child. the training program specific Therefore, implementation in the schools of an oriented evaluation effective, educationally pro- is of the utmost for a instructional ex- successful gram importance for children with disorders. perience learning THE TOTAL EVALUATION All activities that contribute information or data to the teacher’s of the child and his constitute the total evalua- knowledge problem tion It is this information that is and used to process. synthesized intervention for a formulate an instructional appropriate particular child. The elements of the total evaluation fall into two naturally the administration and of standardized tests divisions: interpretation formal and the use of informal (the evaluation) diagnostic techniques informal While the teacher administer an occa- (the evaluation). may is sional test, he more to the informal likely http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Evaluating Children for Instructional Purposes

Academic Therapy , Volume 6 (4): 13 – Jun 1, 1971

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References (26)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127100600401
Publisher site
See Article on Publisher Site

Abstract

Children Evaluating for Instructional Purposes Donald D. Hammill* ENSURE the most successful instruction of children with TO the teacher must have under- disabilities, considerable learning of each and weak- standing psychoeducational pupil’s strengths a child’s nesses. No overview of will suf- superficial performance fice. of IQ, level, or status, Knowledge reading grade neurological while does not information with which interesting, provide enough either to establish or to construct a appropriate goals reality-based for child. the training program specific Therefore, implementation in the schools of an oriented evaluation effective, educationally pro- is of the utmost for a instructional ex- successful gram importance for children with disorders. perience learning THE TOTAL EVALUATION All activities that contribute information or data to the teacher’s of the child and his constitute the total evalua- knowledge problem tion It is this information that is and used to process. synthesized intervention for a formulate an instructional appropriate particular child. The elements of the total evaluation fall into two naturally the administration and of standardized tests divisions: interpretation formal and the use of informal (the evaluation) diagnostic techniques informal While the teacher administer an occa- (the evaluation). may is sional test, he more to the informal likely

Journal

Academic Therapy SAGE

Published: Jun 1, 1971

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