References

• 1998Preventing Reading Difficulties in Young Children5,494 cited
• 1998Understanding by Design2,408 cited
• 2013Knowing What Students Know: The Science and Design of Educational Assessment2,402 cited
• 2000The Role of Assessment in a Learning Culture2,159 cited
• 2003What Works in Schools: Translating Research Into Action1,499 cited
• 1989Curriculum-based measurement: Assessing special children.917 cited
• 1991Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science.813 cited
• 1986Effects of Systematic Formative Evaluation: A Meta-Analysis669 cited
• 1991What Makes a Portfolio a Portfolio550 cited
• 2003Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities516 cited
• 1993Formative Evaluation of Academic Progress: How Much Growth Can We Expect?442 cited
• 2001Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities405 cited
• 1991Paradigmatic Distinctions between Instructionally Relevant Measurement Models394 cited
• 1998Advanced applications of curriculum-based measurement386 cited
• 2002Providing New Access to the General Curriculum