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Direct and Frequent Measurement of Student Performance: If It's Good for Us, Why Don't We Do It?

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References

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1967THE ENTRY INTO NATURAL COMMUNITIES OF REINFORCEMENT.147 cited
1979Current Assessment and Decision-Making Practices in Model LD Programs74 cited

Cited by

1990Rethinking the Regular Education Initiative86 cited
1991General, Special, and Remedial Teachers' Acceptance of Behavioral and Instructional Strategies for Mainstreaming Students with Mild Handicaps67 cited
1992A Comparison of Teacher-, Peer-, and Self-Monitoring with Curriculum-Based Measurement in Reading Among Students with Learning Disabilities62 cited
1989Effects of Curriculum-Based Measurement on Teachers' Instructional Planning55 cited
1985Assessing Academic Behavior: A Behavioral Approach52 cited
1984MEASURING TEACHER EFFECTIVENESS FROM THE TEACHER'S POINT OF VIEW51 cited
1996When Some is Not Better Than None: Effects of Differential Implementation of Curriculum-Based Measurement50 cited
2001Translating Research Into Practice46 cited
1992Barriers to Implementing Curriculum-Based Measurement40 cited
1988Conducting Curriculum-Based Measurement with Computerized Data Collection: Effects on Efficiency and Teacher Satisfaction39 cited
1989Computers and Curriculum-Based Measurement: Effects of Teacher Feedback Systems

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37 cited

2009Improving Child Outcomes With Data-Based Decision Making: Collecting Data36 cited

2009Universal Screening of Reading in Late Elementary School33 cited

2011We're all in this together now: Group performance feedback to increase classroom team data collection28 cited

1992Estimating Trend in Progress Monitoring Data: A Comparison of Simple Line-Fitting Methods19 cited

2006Can Rapid Assessment Moderate the Consequences of High-Stakes Testing?16 cited