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NASP Home NASP Publications School Psychology Review (SPR) Volume 33 Issue 2 (2004) The Past, Present, and Future of Curr...
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Volume 33, Issue 2 (2004)

The Past, Present, and Future of Curriculum-Based Measurement Research

pp. 188—192

Thirty years ago, the dominant approach to progress monitoring was mastery measurement. With mastery measurement, teachers specify a hierarchy of instructional objectives constituting the annual curriculum and, for each objective in the sequence, devise a criterion-referenced test to assess mastery. When a student achieves the mastery criterion for an objective, the teacher simultaneously shifts instruction and assessment to the next skill in the hierarchy. In this way, learning is conceptualized as a series of short-term accomplishments, which are believed to accumulate into broad competence. This notion of progress monitoring was represented in popular methods such as the Wisconsin Instructional Design System (see www.wids.org) and Precision Teaching (e.g., www.celeration.org).

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