Developing Progress Monitoring Measures for Secondary Mathematics An Illustration in Algebra

Secondary special educators are in desperate need of progress monitoring measures in mathematics that appropriately reflect their students' instructional content. As educators across the country respond to increasing standards for challenging curricula, growing numbers of students with disabili...

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Bibliographic Details
Published inAssessment for effective intervention Vol. 33; no. 4; pp. 240 - 249
Main Authors Foegen, Anne, Olson, Jeannette R., Impecoven-Lind, Linda
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.09.2008
SAGE PUBLICATIONS, INC
Subjects
Algebra
Curricula
Disabilities
Geometry
Iowa
Mathematics
Mathematics Achievement
Mathematics Instruction
Mathematics Skills
Measurement Techniques
Scoring
Secondary School Teachers
Special Education Teachers
Special Needs Students
Student Evaluation
Students with disabilities
Iowa
progress monitoring
assessment
secondary education
algebra
curriculum-based measurement
mathematics
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Summary:Secondary special educators are in desperate need of progress monitoring measures in mathematics that appropriately reflect their students' instructional content. As educators across the country respond to increasing standards for challenging curricula, growing numbers of students with disabilities are participating in more advanced mathematics courses at the secondary level, including algebra and geometry. Unfortunately, there are few measures in existence specifically designed for these content areas. In this article, the authors describe the work of Project AAIMS (Algebra Assessment and Instruction: Meeting Standards), a federally supported effort to develop and validate progress monitoring measures in algebra. The authors' focus is on describing the process used and offering recommendations for professionals who wish to develop their own measures for secondary mathematics.
ISSN:1534-5084
1938-7458
DOI:10.1177/1534508407313489