Assessment for Effective Intervention

 

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This version was published on September 1, 2008
Assessment for Effective Intervention, Vol. 33, No. 4, 225-233 (2008)
DOI: 10.1177/1534508407313484

A Curricular-Sampling Approach to Progress Monitoring

Mathematics Concepts and Applications

Lynn S. Fuchs

Vanderbilt University, lynn.fuchs@vanderbilt .edu.ote

Douglas Fuchs

Vanderbilt University

Rebecca O. Zumeta

Vanderbilt University

Progress monitoring is an important component of effective instructional practice. Curriculum-based measurement (CBM) is a form of progress monitoring that has been the focus of rigorous research. Two approaches for formulating CBM systems exist. The first is to assess performance regularly on a task that serves as a global indicator of competence at the relevant grade level. The second approach is to systematically sample the year-long curriculum so that each skill is represented and receives the same emphasis on each alternate form. In this article, the systematic curriculum sampling approach is illustrated for monitoring progress in mathematics concepts and applications systems. A description of the system's components, background, and technical properties is provided. Then, a sample case explains how the CBM system can be used in a special education setting to monitor progress, plan instruction, and enhance communication.

Key Words: progress monitoring • math concepts and applications • curriculum-based measurement • formative assessment • classroom-based assessment


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