Formative Evaluation of Academic Progress: How Much Growth Can We Expect?.
@article{Fuchs1993FormativeEO, title={Formative Evaluation of Academic Progress: How Much Growth Can We Expect?.}, author={L. Fuchs}, journal={School Psychology Review}, year={1993}, volume={22}, pages={27-48} }
The purpose of this study was to examine students' weekly rates of academic growth, or slopes of achievement, when Curriculum-Based Measurement (CBM) is conducted repeatedly over 1 year. Using standard CBM procedures in reading, spelling, or math, students in Year 1 (n = 546) were measured once each week; students in Year 2 (n = 2,511) were measured at least monthly. Results provided corroborating data across years and interesting patterns for different types of measures. Findings are discussed… CONTINUE READING
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