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The Learning Conference 2003

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Presentation Details


Efficacy of Self-Evaluation Formative Assessment Measures for Students with Behavioral Disorders: Empirical Investigations

Phil Gunter.

Effectiveness of formative evaluation procedures for assessing performance of students with mild disabilities has extremely impressive empirical support. However, literature suggests that such measures occur far less often than desired in instructional programs for these students.
In this presentation, the results of three investigations involving students with behavior disorders using various aspects of formative evaluation (evaluating accuracy of daily work and recording and graphing performance) will be presented. In each investigation, the students were taught to evaluate reading fluency by listening to digital recordings of their own reading. Then the effect of students developing graphic displays of this performance, using desktop computers, was evaluated. Effects were evaluated using multiple baseline and reversal experimental designs.
Results indicate that students reading fluency increased to grade level expectations simply as a result of students self-evaluating and recording graphically the measures of their performance. The results are discussed in terms of benefits to teachers and students of increased use of formative evaluation procedures in classrooms for students with disabilities by empowering these students to participate in their own performance evaluation.


Phil Gunter  (United States)
Department Head
Department of Special Education and Communication Disorders
Valdosta State University

Professor and Department Head of Special Education and Communication Disorders. Research interest in the area of students with behavioral disorders.

  • Formative Evaluation
  • Reading Fluency
  • Self-evaluation
  • Behavioral Disorders

(30 min Conference Paper, English)