Implications of Error Analysis Studies for Academic Interventions

Nancy Mather; Barbara J. Wendling

doi:10.1177/0734282916669232

Implications of Error Analysis Studies for Academic Interventions

Nancy Mather
, Barbara J. Wendling

Disability and Psychoeducation Studies

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

We reviewed 13 studies that focused on analyzing student errors on achievement tests from the Kaufman Test of Educational Achievement–Third edition (KTEA-3). The intent was to determine what instructional implications could be derived from in-depth error analysis. As we reviewed these studies, several themes emerged. We explain how a careful analysis of errors is key to planning the most appropriate instructional interventions.

Original language	English (US)
Pages (from-to)	215-225
Number of pages	11
Journal	Journal of Psychoeducational Assessment
Volume	35
Issue number	1-2
DOIs	https://doi.org/10.1177/0734282916669232
State	Published - Feb 2017

Keywords

academic interventions
education assessment
educational testing
error analysis
exceptionalities/disabilities
special education

ASJC Scopus subject areas

Education
Clinical Psychology
General Psychology

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10.1177/0734282916669232

Cite this

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abstract = "We reviewed 13 studies that focused on analyzing student errors on achievement tests from the Kaufman Test of Educational Achievement–Third edition (KTEA-3). The intent was to determine what instructional implications could be derived from in-depth error analysis. As we reviewed these studies, several themes emerged. We explain how a careful analysis of errors is key to planning the most appropriate instructional interventions.",

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KW - educational testing

KW - error analysis

KW - exceptionalities/disabilities

KW - special education

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Implications of Error Analysis Studies for Academic Interventions

Abstract

Keywords

ASJC Scopus subject areas

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