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ERIC Number: EJ973597
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-0936-2835
Navigating the Measurement and Monitoring Maze
Brigham, Frederick J.; Berkeley, Sheri; Walker, Erin
Exceptionality, v20 n3 p133-142 2012
Assessment of students with disabilities is a critical component of special education. In addition to the complexity of assessment (e.g., high-stakes assessments, progress monitoring, diagnosis), the issue is complicated further by the use of acronyms. This can make both explaining and understanding important information related to students very difficult. Acronyms related to assessment create a virtual alphabet soup that can be confusing for parents, teachers, and school personnel. Assessment acronyms include terms related to both state testing and progress monitoring such as AYP, AA-AAS, AA-MAS, AA-GLAS, RTI, CBA, and CBM. Educators must understand not only the nature and purpose of the various assessments, but they must also be familiar with the assessment acronyms in order to select appropriate assessments to measure the academic progress and performance of students, and to communicate effectively with families and related school professionals. The purpose of this article is to describe common assessments administered in the field of education today as well as to demystify the use of the acronyms related to these assessments and implications for teachers and other educators. Additionally, we point to some resources that can be of value to individuals wishing to establish or expand their repertoires of assessment practices as the current emphasis on progress monitoring continues to unfold.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)