Implications of Error Analysis Studies for Academic Interventions. (February 2017)

• Record Type: Journal Article
• Authors: Mather, Nancy; Wendling, Barbara J.
• Other Names: Breaux Kristina C. guest-editor.; Bray Melissa A. guest-editor.; Root Melissa M. guest-editor.; Kaufman Alan S. guest-editor.
• Is Part Of: Journal of psychoeducational assessment. Volume 35:Number 1/2(2017)
• Page Start: 215
• Page End: 225
• Publication Date: 2017-02
• Subjects: educational testing -- education assessment -- error analysis -- academic interventions -- special education -- exceptionalities/disabilities; Ability -- Testing -- Periodicals; Educational tests and measurements -- Periodicals; 371.713
• DOI: 10.1177/0734282916669232
• Languages: English
• ISSNs: 0734-2829

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.