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The programming evaluation procedure: A diagnostic and accountability instrument for teachers
Clements, J. Eugene Platt, John Simpson, Richard L.
Clements, J. Eugene
Platt, John
Simpson, Richard L.
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Abstract
Although many special education teachers attempt
to reduce academic tasks into small, sequential
steps to promote better learning for students, few
of them have a consistent method for evaluating
their effectiveness in the utilization of this procedure.
This need for evaluation is based on the
concept that, without feedback, the appropriateness
of educational methods and materials
cannot be determined. In addition, recent attention
has been aimed at developing methods and
materials whereby teachers can be held accountable
to students, parents and school districts for
their efforts. This concern with accountability is
specifically related to the need for educators to
demonstrate empirically that they are able to
produce changes which are commensurate with
preselected performance objectives.
The purpose of this article is to present a
technique for objectively evaluating the effectiveness
of a teacher's programming efforts.
Although techniques such as clinical judgment and
inference are used frequently, they do not provide
an objective and sequential method for evaluating
the influence that programming can have on a
child.
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This is the published version. Copyright 1975 Educational Technology Publications.
Date
1975
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SimpsonR_ET_1975_50.pdf
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Clements, J. Eugene, John Platt, and Richard L. Simpson. "The Programming Evaluation Procedure: A Diagnostic and Accountability Instrument for Teachers." Educational Technology 15 (1975): 50-54. Web.