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

Abstract

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 in terms of how to use normative slope data to establish appropriate goals for student outcomes. Implications also are discussed in terms of (a) how such norms can be developed for other ongoing assessment systems, (b) developing a technology for the measurement of student change, and (c) developmental theories of academic growth.

Additional information

Notes on contributors

Lynn S. Fuchs

Lynn S. Fuchs, PhD, received her doctorate in educational psychology from the University of Minnesota in 1981. She is Professor of Special Education and Kennedy Center Investigator at Peabody College of Vanderbilt University. Her research focuses on curriculum-based measurement and teachers' use of assessment information in instructional planning.

Douglas Fuchs

Douglas Fuchs, PhD, received his doctorate in educational psychology from the University of Minnesota in 1978. He is Professor of Special Education and Kennedy Center Investigator at Peabody College of Vanderbilt University. His research interests concern general educators' strategies for dealing with student diversity.

Carol L. Hamlett

Carol L Hamlett, MS, is Research Associate in the Department of Special Education at Peabody College of Vanderbilt University. Her research interests address computer applications for enhancing teacher assessment and instructional planning.

Lynn Walz

Lynn Walz, MS, is Coordinator of Staff Planning in the St. Croix River Education District. Her interests focus on consultation strategies to enhance teachers' instruction.

Gary Germann

Gary Germann, MS, is Director of the St. Croix River Education District. He is known for his pioneering work in Pine County, MN involving curriculum-based measurement.