NCEO Synthesis Reports: Progress Monitoring in an Inclusive Standards-Based Assessment and Accountability System (#53)

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Part of the NCEO Synthesis Reports series.

Author(s)

Rachel F Quenemoen, Martha L Thurlow, Ross Moen PhD, Sandra Thompson, Amanda Blount Morse

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Description

This year 2004 report describes how progress monitoring--a set of techniques for assessing student performance on a regular and frequent basis--can be an essential and integral part of an inclusive standards-based assessment and accountability system This report discusses contextual challenges that affect its implementation for students with disabilities including: historical limited access to challenging curriculum, instruction, and assessment; concerns about the target of measurement (i.e., only basic skills or a full range of challenging content); and limited use of data for effective provision of instructional strategies, interventions, and supports. Further, the authors discuss the benefits and uses of progress monitoring methods and formative data sources in four general categories: (1) Curriculum-Based Measurement; (2) Classroom assessments (system or teacher-developed); (3) Adaptive assessments; and (4) Large-scale assessments used during the year to monitor growth of individual students and groups of students. Several recommendations for practice are also offered.

Details

Date

February 2004 

Type

Report 

Edition

Number 53

Publisher

National Center on Educational Outcomes (NCEO)