Formative Evaluation of Academic Progress: How Much Growth Can We Expect?.

  title={Formative Evaluation of Academic Progress: How Much Growth Can We Expect?.},
  author={L. Fuchs},
  journal={School Psychology Review},
  • L. Fuchs
  • Published 1993
  • Psychology
  • School Psychology Review
  • 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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