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ERIC Number: ED518720
Record Type: Non-Journal
Publication Date: 2004-Feb
Pages: 28
Abstractor: As Provided
Reference Count: 60
Progress Monitoring in an Inclusive Standards-Based Assessment and Accountability System. Synthesis Report 53
Quenemoen, Rachel; Thurlow, Martha; Moen, Ross; Thompson, Sandra; Morse, Amanda Blount
National Center on Educational Outcomes, University of Minnesota
This report describes how progress monitoring--a set of techniques for assessing student performance on a regular and frequent basis--can be an essential and integral part of an inclusive standards-based assessment and accountability system. In order to meet the higher expectations of current standards-based systems, educators need information that can be used to project how students are doing against the grade-level standards throughout the course of the year so they can determine what needs to be done to accelerate student progress toward the proficiency. This document discusses the benefits and uses of progress monitoring methods and formative data sources in four general categories: (1) Curriculum-Based Measurement; (2) Classroom assessments (system or teacher-developed); (3) Adaptive assessments; and (4) Large-scale assessments used during the year to monitor growth of individual students and groups of students. (Contains 1 footnote and 1 figure.)
National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center on Educational Outcomes; Council of Chief State School Officers; National Association of State Directors of Special Education (NASDSE)