Measurement of Educational Progress in the Context of Local Demographics: Using General Outcome Measurement as a Basis for the Development and Use of Local Norms

Abstract

General outcome measurement, a specific type of formative evaluation, can be used to assess progress toward long-term academic goals. Curriculum-based measurement is a widely used type of general outcome measurement. When used to develop local norms, curriculum-based measurement data are helpful in making individual student and systems-level decisions. This article presents a case for incorporating local norms that are based on curriculum-based measurement, in the evaluation of educational systems and the monitoring of student progress. Moreover, practical information, highlighted with case examples, provides a framework from which districts can collect, develop, and use local norms that are based on curriculum-based measurement in the decision-making process for individual and groups of students.

Keywords:

• curriculum-based measurement
• formative evaluation
• local norms
• high-stakes testing
• school accountability

Notes

For example: www.interventioncentral.org

See http://rti4success.org/progressMonitoringTools