Abstract
In the United States, the No Child Left Behind Act (NCLB) in 2001 and Individuals with Disabilities Education Act (IDEA) in 2004 have together made it possible for students with diverse educational needs to be educated in general education classrooms. To be able to address students’ needs efficiently and effectively, teachers need to collect data on students’ current level of performance, design instruction using evidence-based strategies, implement instruction, and make data-based decisions to evaluate effectiveness of their instruction by continuously monitoring student achievement. Using four hypothetical cases, this paper illustrates use of curriculum-based measurement (CBM), a research validated approach, to assess and progress monitor students’ performance in reading and mathematics, and also illustrates with examples how the process can help teachers make required data-based decisions during the progress monitoring phase.
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This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.
Dr. Shaila M. Rao is currently associate professor of Special Education in The Department of Special Education and Literacy Stuides, College of Education and Human Development, Western Michigan University in the United States. She has over 27 years of experience as teacher, administror, and as a university faculty. Her research interests include inclusion, diversity, assessment, curriculum and instruction, and literacy. She has published several articles and book chapters in these areas.
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Rao, D.S. Assessment and Data-Based Decisions in Contemporary Classrooms. GSTF J Educ 2, 1 (2014). https://doi.org/10.7603/s40742-014-0001-y
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DOI: https://doi.org/10.7603/s40742-014-0001-y