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ERIC Number: ED560740
Record Type: Non-Journal
Publication Date: 2013
Pages: 3
Abstractor: As Provided
Reference Count: 5
ISBN: N/A
ISSN: N/A
Measuring Math Growth: Implications for Progress Monitoring. Research Brief 5
Alonzo, Julie; Irvin, P. Shawn
National Center on Assessment and Accountability for Special Education
Achievement growth in math is often framed in the context of monitoring student progress within a Response to Intervention (RTI) approach to teaching and learning. In this research brief we report on a study that examined initial status and within-year growth for fourth grade students who received short progress-monitoring assessments in math during the 2011-2012 school year. Our results suggested that while growth in math was statistically observable and linear, given the amount of growth relative to the 16-point scale of the progress-monitoring probes used, it might have limited utility to teachers operating within an RTI framework. Additional research on within-year growth in math is suggested, especially as it relates to the influence of assessment design and instructional practices on such growth.
National Center on Assessment and Accountability for Special Education. 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689. Web site: http://ncaase.com
Publication Type: Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center on Assessment and Accountability for Special Education (NCAASE)
IES Funded: Yes
Grant or Contract Numbers: R324A100026; R324C110004