Because of the demands for increased student performance being voiced from every phase of the public and private sector, this study attempts to examine the problem and to offer a solution utilizing a concept of evaluation based upon continuous performance measures which will allow the educator to better serve the student and simultaneously answer his critics. This study presented a method of instruction (Precision Teaching) and introduced an objective and systematic procedure for its' management and evaluation. A total of 12 emotionally disturbed and/or mentally retarded children from the Windsor School, Cheney School District, Cheney, Washington, were used as subjects in this study. A program for the basic addition facts was designed and run for twelve days and the progress from entering level performance to exit level performance was recorded and evaluated. At the conclusion of the study, a Program Evaluation and Review Technique (PERT) was designed to facilitate understanding the purpose and nature of the management system introduced. This \"flow\" or PERT-Chart depicts the actual events occurring in the instructional process and provided the classroom teacher with a visual reminder of the important decision making points and that type of data necessary for making the decisions. The data from this study tend to support the hypothesis that it is not the large number of errors made by Special Education Students that prevents them from competing in the normal classroom but rather it is the low rate of correct responses that negatively influence their progress. Therefore, some type of management system which attend to rate of response as an important variable should be seriously considered by the classroom teacher. It was also concluded that the arrangement of data in a form as used in this study provides accurate information pertaining to the students' progress and allows for the development of more effective educational decisions. If there exists a heterogeniety of performance levels in the classroom, then it would seem that a management system such as that utilized by contingency management or precision teaching would best serve the varied needs of the pupils.
","abstract_html":"<p>Because of the demands for increased student performance being voiced from every phase of the public and private sector, this study attempts to examine the problem and to offer a solution utilizing a concept of evaluation based upon continuous performance measures which will allow the educator to better serve the student and simultaneously answer his critics. This study presented a method of instruction (Precision Teaching) and introduced an objective and systematic procedure for its' management and evaluation. A total of 12 emotionally disturbed and/or mentally retarded children from the Windsor School, Cheney School District, Cheney, Washington, were used as subjects in this study. A program for the basic addition facts was designed and run for twelve days and the progress from entering level performance to exit level performance was recorded and evaluated. At the conclusion of the study, a Program Evaluation and Review Technique (PERT) was designed to facilitate understanding the purpose and nature of the management system introduced. This "flow" or PERT-Chart depicts the actual events occurring in the instructional process and provided the classroom teacher with a visual reminder of the important decision making points and that type of data necessary for making the decisions. The data from this study tend to support the hypothesis that it is not the large number of errors made by Special Education Students that prevents them from competing in the normal classroom but rather it is the low rate of correct responses that negatively influence their progress. Therefore, some type of management system which attend to rate of response as an important variable should be seriously considered by the classroom teacher. It was also concluded that the arrangement of data in a form as used in this study provides accurate information pertaining to the students' progress and allows for the development of more effective educational decisions. If there exists a heterogeniety of performance levels in the classroom, then it would seem that a management system such as that utilized by contingency management or precision teaching would best serve the varied needs of the pupils.</p>","abstract_has_math":false,"creators":["Cupp, David E."],"institution":null,"degree_name":"Master of Science (MS) in Psychology: General/Experimental","degree_level":"Thesis: EWU Only","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1971,"date_issued":"1971-01-01T08:00:00Z","date_published":"1971-01-01T08:00:00Z","updated_at":"2026-07-24T02:13:07Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Methods","Special Education and Teaching"],"languages":[],"rights":["Access perpetually restricted to EWU users with an active EWU NetID"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.ewu.edu/theses/913","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Cupp, David E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis: EWU Only"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS) in Psychology: General/Experimental"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Methods","Special Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Access perpetually restricted to EWU users with an active EWU NetID"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.ewu.edu/theses/913"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Because of the demands for increased student performance being voiced from every phase of the public and private sector, this study attempts to examine the problem and to offer a solution utilizing a concept of evaluation based upon continuous performance measures which will allow the educator to better serve the student and simultaneously answer his critics. This study presented a method of instruction (Precision Teaching) and introduced an objective and systematic procedure for its' management and evaluation. A total of 12 emotionally disturbed and/or mentally retarded children from the Windsor School, Cheney School District, Cheney, Washington, were used as subjects in this study. A program for the basic addition facts was designed and run for twelve days and the progress from entering level performance to exit level performance was recorded and evaluated. At the conclusion of the study, a Program Evaluation and Review Technique (PERT) was designed to facilitate understanding the purpose and nature of the management system introduced. This \"flow\" or PERT-Chart depicts the actual events occurring in the instructional process and provided the classroom teacher with a visual reminder of the important decision making points and that type of data necessary for making the decisions. The data from this study tend to support the hypothesis that it is not the large number of errors made by Special Education Students that prevents them from competing in the normal classroom but rather it is the low rate of correct responses that negatively influence their progress. Therefore, some type of management system which attend to rate of response as an important variable should be seriously considered by the classroom teacher. It was also concluded that the arrangement of data in a form as used in this study provides accurate information pertaining to the students' progress and allows for the development of more effective educational decisions. If there exists a heterogeniety of performance levels in the classroom, then it would seem that a management system such as that utilized by contingency management or precision teaching would best serve the varied needs of the pupils.
"]},{"key":"dc:title","label":"Title","values":["An evaluation technique for determining educational accountability"]}]}],"canonical_facts":{"dc:creator":["Cupp, David E."],"dc:description.abstract":["Because of the demands for increased student performance being voiced from every phase of the public and private sector, this study attempts to examine the problem and to offer a solution utilizing a concept of evaluation based upon continuous performance measures which will allow the educator to better serve the student and simultaneously answer his critics. This study presented a method of instruction (Precision Teaching) and introduced an objective and systematic procedure for its' management and evaluation. A total of 12 emotionally disturbed and/or mentally retarded children from the Windsor School, Cheney School District, Cheney, Washington, were used as subjects in this study. A program for the basic addition facts was designed and run for twelve days and the progress from entering level performance to exit level performance was recorded and evaluated. At the conclusion of the study, a Program Evaluation and Review Technique (PERT) was designed to facilitate understanding the purpose and nature of the management system introduced. This \"flow\" or PERT-Chart depicts the actual events occurring in the instructional process and provided the classroom teacher with a visual reminder of the important decision making points and that type of data necessary for making the decisions. The data from this study tend to support the hypothesis that it is not the large number of errors made by Special Education Students that prevents them from competing in the normal classroom but rather it is the low rate of correct responses that negatively influence their progress. Therefore, some type of management system which attend to rate of response as an important variable should be seriously considered by the classroom teacher. It was also concluded that the arrangement of data in a form as used in this study provides accurate information pertaining to the students' progress and allows for the development of more effective educational decisions. If there exists a heterogeniety of performance levels in the classroom, then it would seem that a management system such as that utilized by contingency management or precision teaching would best serve the varied needs of the pupils.
"],"dc:identifier":["https://dc.ewu.edu/theses/913"],"dc:rights":["Access perpetually restricted to EWU users with an active EWU NetID"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Methods","Special Education and Teaching"],"dc:title":["An evaluation technique for determining educational accountability"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis: EWU Only"],"thesis:degree_name":["Master of Science (MS) in Psychology: General/Experimental"]},"updated_at":"2026-07-24T02:13:07Z"}