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

Part of the NCEO Synthesis Reports series.
Rachel F Quenemoen, Martha L Thurlow, Ross Moen PhD, Sandra Thompson, Amanda Blount Morse


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.


February 2004 
Number 53
National Center on Educational Outcomes (NCEO)


  • Specific life stage
    • Children
    • Adolescents and young adults
  • Educational accountability and assessment
    • Assessment Reporting
    • Instruction
    • Standards and Accountability
    • Students with Disabilities
    • Universal Design