| Abstract: | This paper considers both theoretical and practical issues involving the use of different kinds of achievement data and time data in evaluating an instructional system. A definition of an instructional system is proposed, as well as a model for considering the use of achievement data and time data for decision-making with regard to instruction, students, and tests. Particular emphasis is placed upon the use of data to identify instruction that requires revision.A previous version of this paper was presented at the Annual Meeting of the American Educational Research Association held in New Orleans in February, 1973. The previous version was entitled:  The Use of Test Data in Non-Traditional Instruction . The research reported herein was partially supported by grants from the United States Office of Education, QEG-2-2-2B118, and the Research Foundation of the State University of New York, No. 0477-03-031-71.State University of New York at Stony Brook |
