Volume 33, Issue 2 (2004)
The Past, Present, and Future of Curriculum-Based Measurement Research
Lynn S. Fuchs
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).
NASP Members Log in
to download article.