NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ805428
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-5084
A Curricular-Sampling Approach to Progress Monitoring: Mathematics Concepts and Applications
Fuchs, Lynn S.; Fuchs, Douglas; Zumeta, Rebecca O.
Assessment for Effective Intervention, v33 n4 p225-233 2008
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. (Contains 2 tables and 3 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B040110
IES Cited: ED504995