Putting algebra progress monitoring into practice: Insights from the field

Anne Foegen, Candee Morrison

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

Algebra progress monitoring is a research-based practice that extends a long history of research in curriculum-based measurement (CBM). This article describes the theoretical foundations and research evidence for algebra progress monitoring, along with critical features of the practice. A detailed description of one practitioner's implementation of algebra progress monitoring in her classes and her school district offers many insights regarding how this assessment strategy is useful and was translated into typical school practice.

Original languageEnglish (US)
Pages (from-to)95-103
Number of pages9
JournalIntervention in School and Clinic
Volume46
Issue number2
DOIs
StatePublished - Nov 2010
Externally publishedYes

Keywords

  • algebra
  • assessment
  • curriculum-based measurement
  • progress monitoring

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