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Assessment for Effective Intervention
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Developing Progress Monitoring Measures for Secondary Mathematics

An Illustration in Algebra

Anne Foegen

Iowa State University, Ames, afoegen{at}iastate.edu

Jeannette R. Olson

Iowa State University, Ames

Linda Impecoven-Lind

Iowa State University, Ames

Secondary special educators are in desperate need of progress monitoring measures in mathematics that appropriately reflect their students' instructional content. As educators across the country respond to increasing standards for challenging curricula, growing numbers of students with disabilities are participating in more advanced mathematics courses at the secondary level, including algebra and geometry. Unfortunately, there are few measures in existence specifically designed for these content areas. In this article, the authors describe the work of Project AAIMS (Algebra Assessment and Instruction: Meeting Standards), a federally supported effort to develop and validate progress monitoring measures in algebra. The authors' focus is on describing the process used and offering recommendations for professionals who wish to develop their own measures for secondary mathematics.

Key Words: mathematics • assessment • curriculum-based measurement • algebra • progress monitoring • secondary education

This version was published on September 1, 2008

Assessment for Effective Intervention, Vol. 33, No. 4, 240-249 (2008)
DOI: 10.1177/1534508407313489
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