Programs, materials and techniques

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Abstract
This article presented a two-dimensional model of educational measurement. From this model, four types of measurement were derived. Several strategies for applying three of the four types of measurement to instructional programs were discussed. The potential consumer of any major instructional program must consider carefully the data collection procedures the material employs. The more direct and the more continuous the data system, the more precise the teaching-learning process becomes. Direct and continuous data make possible early teacher intervention in the instructional program. As frequency and directness of measurement decreases, so does teacher control of pupil learning behavior. The learning disabled child is behind. Therefore, time is always at a premium. The use of more precise measurement procedures helps extend both pupil learning and teaching time.

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