The purpose of this study was to assess the value of dynamic assessment (DA; degree of scaffolding required to learn unfamiliar mathematics content) for predicting 1st-grade calculations (CAs) and word problems (WPs) development, while controlling for the role of traditional assessments. Among 184 1st graders, predictors (DA, Quantity…

The paper examined empirical evidence (published through 1986) concerning the effectiveness of the Adaptive Learning Environments Model (ALEM), a multifaceted program designed to integrate handicapped pupils and remedial and compensatory education students in general education. Evaluation of three evaluative studies by the program's originators…

The meta analysis explored how measuring special education student progress toward long-term vs. short-term goals affects achievement outcomes. Results indicated that when progress toward long-term goals was measured, unbiased effect sizes were higher than on probelike outcomes; when progress toward short-term goals was measured, the reverse was…

Provides background information on how curriculum-based measurement (CBM) was developed, how CBM integrates traditional and classroom-based observational approaches to assessment, and how CBM has been used. Describes an alternative framework for incorporating CBM into an identification process that focuses on treatment validity and student growth.…

Summarizes research on curriculum-based measurement (CBM) within four strands, providing an overview of studies demonstrating the psychometric tenability of CBM, discussing the body of work showing how teachers can use CBM to inform instructional planning, examining CBM's potential use in evaluating treatment effects, and summarizing work on CBM…

This meta-analysis explored how measuring progress toward long- versus short-term goals relates to contrasting outcome measures of student achievement. Twenty-one controlled studies, that provided sufficient data for the calculation of effect size, were coded in terms of measurement method (toward long- versus short-term goals) and type of…

While the aptitude treatment interaction (ATI) approach to educational measurement emphasizes establishing salient learner characteristics, systematic formative evaluation provides ongoing evaluation for instructional program modification. Systematic formative evaluation appears more tenable than ATI for developing individualized instructional…

A study involving 24 special educators and 31 regular educators found that special educators using transenvironmental programming who received curriculum-based measurement information about their students' academic progress were more likely to plan and implement academic interventions in preparation for students' transition than those who did not…

The meta-analysis investigated the effects on achievement of type of graphing paper employed in displaying student performance data collected over time based on 15 controlled studies with 16 effect sizes. No significant differences in student achievement were found between studies using six-cycle and studies using equal interval paper graphing…

Investigated alternative reading monitoring measures in addition to time-consuming oral reading fluency assessment. Examined measures suitable for automatic data collection and scoring using computers and acceptable as measures of reading comprehension. Assessed criterion validity of four such measures and identified subset of measures. (Author/NB)

This review examines the efficacy of curriculum-based measurement (CBM) as an assessment methodology for enhancing student achievement. We describe experimental-contrast studies in reading and mathematics in which teachers used CBM to monitor student progress and to make instructional decisions. Overall, teachers' use of CBM produced significant…

Test accommodations are changes in standardized test conditions to equalize opportunities between students with or without disabilities by achieving valid scores. The Individuals with Disabilities Act 1997 amendments require states and districts to include disabled students in accountability programs. Assumptions, practical implications,…

This meta-analysis investigated the effects of formative evaluation procedures on student achievement. Twenty-one controlled studies generated 96 relevant effect sizes (average weighted effect size .70). Magnitude of effect of formative evaluation was associated with publication type, data-evaluation method, data display, and use of behavior…

When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document first describes progress monitoring…