Measurement Effects of Modifications in Minimum Competency Test Formats for Exceptional Students
Bibliographic Data
| ID | 12098587 |
|---|---|
| Authors | Lori Bell Mick (Virginia Department of Education, corresponding author) |
| Year | 1989 |
| Volume | 22 |
| Issue | 1 |
| Pages | 31-36 |
| Publication date | 1989-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Measurement and Evaluation in Counseling and Development (JOURNAL) |
| Journal identifiers | ISSN: 0748-1756 • E-ISSN: 1947-6302 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1080/07481756.1990.12022909 |
| OpenAlex | W261284863 |
| Language | EN |
| Citations received | 1 |
| References cited | 7 |
The purpose of this investigation was to determine whether modifications made to the minimum competency test (MCT) improved the overall performances of learning disabled (LD) and educable mentally handicapped (EMH) students. A repealed replication design with a paired samples t-test was used to determine significance. Both LD and EMH groups performed significantly belter on the unmodified form of the MCT
Developmental psychology · Learning disability · Learning disabled · Mathematics education · Medical education · Replication (statistics · Statistics · Test (biology · Applied Psychology · Clinical Psychology · Disability Education and Employment · Mathematics · Psychology
| Citations per year | 0.05 |
|---|---|
| Citation span | 2007 - 2007 (1) |
| Highly cited | No |