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Preface | |
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Things-To Think About | |
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Educational Decision Making | |
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What Is Evaluation and Why Do It? | |
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Summary | |
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Study Questions | |
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Thinking About Learning | |
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What Are Some Examples of Educational Misconceptions? | |
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How Do Misconceptions Influence Teaching? | |
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How Does Learning Occur? | |
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Why Do Some Students Experience Failure in School? | |
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Learning Theory | |
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Information Processing | |
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How Are Cognition and Behavior Linked? | |
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Summary | |
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Study Questions | |
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Thinking About the Curriculum | |
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What Is the Curriculum and What Is It Good For? | |
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How Is Curriculum Conceptualized? | |
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How Can Teachers Work with the Curriculum? | |
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How Can Curriculum Be Organized? | |
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What Goes into a Curriculum? | |
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What About Goals and Objectives? | |
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What Are Criteria? | |
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How Can Goals and Instructional Objectives Be Generated Through Unit Planning? | |
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What Is a Table of Specifications? | |
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Summary | |
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Study Questions | |
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Thinking About Instruction | |
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Which Instructional Approaches Are Most Effective? | |
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What Happens during Good Teaching? | |
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How Can All of This Learning Occur at Once? | |
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Some Other Issues Related to Instruction | |
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How Do All of These Instructional Techniques Fit Together? | |
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Summary | |
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Study Questions | |
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Supplemental Readings | |
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Fundamentals of Evaluation | |
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Why Evaluate? | |
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How Does Evaluation Lead to Programming? | |
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Is There More to Evaluation Than Measurement? | |
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Once Again, What Are the Reasons to Evaluate? | |
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How Is the Adequacy of Scores Evaluated? | |
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What about Individual Comparisons? | |
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Some Measurement Fundamentals | |
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What Exactly Is Measurement? | |
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What Makes a Good Measure? | |
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What Assessment Procedures Do Evaluators Commonly Use? | |
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How Does the Timing of an Evaluation Affect Decision Making? | |
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How Does Formative Evaluation Work? | |
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Summary | |
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Study Questions | |
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Tools for Assessment | |
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Where Are We Now? | |
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How Is Curriculum-Based Measurement Used in the CBE Process? | |
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How Does CBM Fit into the CBE Process? | |
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Test | |
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If Tests Are So Complex, Should Teachers Construct Their Own? | |
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Working with Students | |
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What Is the CBE Inquiry Process? | |
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CBE Inquiry Process Stage 1: Fact Finding | |
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CBE Inquiry Process Stage 2: Develop Assumed Causes | |
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CBE Inquiry Process Stage 3: Validating | |
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CBE Inquiry Process Stage 4: Summative Decision Making | |
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CBE Inquiry Process Stage 5: Formative Decision Making | |
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Summary | |
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Review Questions | |
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Problem-Solving Evaluation and Decision Making | |
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How Should I Go About Organizing and Compiling Assessment Results? | |
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What Is "Good Thinking"? | |
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How Should Teachers Decide What to Teach? | |
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Deciding How to Teach | |
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Entitlement Decisions | |
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What Is a Problem-Solving Approach to Entitlement Decisions? | |
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Now That We've Gotten Them In, How Do We Get Them Out? | |
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Summary | |
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Study Questions | |
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Things to do | |
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Reading Comprehension | |
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Define Your Purpose | |
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Define the Thing to Be Measured | |
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Comprehension Skills and Strategies | |
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Enabling Skills | |
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Devise a Way to Make the Thing in Step 2 Observable | |
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Conduct Assessment | |
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Summarize Results | |
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Make Summative and Formative Decisions | |
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Objectives and Teaching Recommendations | |
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Teaching Recommendations for Comprehension | |
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General Recommendations for Teaching Comprehension | |
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Specific Teaching Recommendations | |
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Summary | |
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Decoding | |
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Define Your Purpose | |
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Define the Thing to Be Measured | |
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Devise a Way to Make the Thing in Step 2 Observable | |
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Conduct Assessment | |
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Summarize Results | |
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Make Summative and Formative Decisions | |
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Teaching Recommendations | |
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Reading Instruction | |
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Specific Teaching Recommendations | |
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Summary | |
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Language | |
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Define Your Purpose | |
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Define the Thing to Be Measured | |
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Make the Thing in Step 2 Observable | |
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Step 4 | |
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Step 5 | |
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Step 6 | |
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Evaluation Procedure | |
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Teaching Recommendations | |
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Summary | |
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Written Expression | |
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Define Your Purpose | |
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Define the Thing to Be Measured | |
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Devise a Way to Make Things in Step 2 Observable | |
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Conduct Assessment | |
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Summarize Results | |
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Make Summative and Formative Decisions | |
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Teaching Recommendations | |
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Summary | |
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Math | |
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Define Your Purpose | |
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Define the Thing to Be Measured | |
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Devise a Way to Make the Thing in Step 2 Observable | |
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Conduct Assessment | |
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Summarize Results | |
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Make Summative and Formative Decisions | |
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Decision Making for Computation | |
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Problem Solving for Application | |
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Teaching Recommendations | |
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Summary | |
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Social Skills | |
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Define Your Purpose | |
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Define the Thing to Be Measured | |
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Devise a Way to Make the Things in Step 2 Observable | |
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Conduct Assessment | |
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Use the CBE Process of Inquiry | |
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Summarize | |
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Make Decisions | |
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Evaluation Procedures | |
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Teaching Recommendations | |
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Summary | |
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Task-Related Behaviors | |
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Define the Purpose | |
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Define the Thing to Be Measured | |
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Devise a Way to Make It Observable | |
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Assessment, CBE Inquiry, Summary, and Decision Making | |
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Teaching Recommendations | |
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Summary | |
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Appendix | |
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Problem-Solving Checklist | |
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Status Sheet for Active Reading | |
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Teacher Interview/Checklist | |
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Status Sheet for Syntactic Structures | |
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Social Skill Curriculum Objectives | |
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Functional Assessment Interview Form | |
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Survey Level Status Sheet | |
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Thinking Errors | |
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Status Sheet for Task-Related Knowledge | |
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Motivation Test and Key | |
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Motivation Interview Questions | |
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Summary Form for Motivation | |
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Descriptors of TIES Components | |
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Observation of Instruction | |
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Glossary | |
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References | |
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Photo Credits | |
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Name Index | |
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Subject Index | |