NotesFAQContact Us
Search Tips
ERIC Number: EJ775117
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0022-4669
Progress Monitoring Measures in Mathematics: A Review of the Literature
Foegen, Anne; Jiban, Cynthia; Deno, Stanley
Journal of Special Education, v41 n2 p121-139 Sum 2007
This review of literature on progress monitoring was designed to examine the full array of curriculum-based measures (CBMs) in mathematics for students from preschool to secondary schools. We organized the article around two primary concerns: the approach used to develop the measures (curriculum sampling or robust indicators) and the type of research necessary to establish the viability of the tasks. Our review addressed the technical adequacy of the measures as indicators of performance and progress, as well as teachers' use of the measures to improve achievement. The largest number of studies has been conducted at the elementary level, with less work in early mathematics or at the secondary level. In general, the measures have acceptable levels of reliability; the criterion validity of mathematics CBMs appears to be lower than that for reading CBMs. One important finding that emerged was the relatively low degree of consensus on the best approach to use in developing mathematics CBMs. We discuss probable reasons for this, along with implications for practice and research.
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Preschool Education; Primary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED504995