Information For           Students Parents Teachers Administrators Information About Grants & Contracts Financial Aid Research & Statistics Policy Programs

A r c h i v e d  I n f o r m a t i o n

Strategies for Making Adequate Yearly Progress, Using Curriculum Based-Measurement for Progress Monitoring

Student Achievement and School Accountability Conference
October 2002

| |

Text (slide 26):

Problems Associated with Mastery Measurement

• Hierarchy of skills is logical, not empirical.
• Assessment does not reflect maintenance or generalization.
• Number of objectives mastered does not relate well to performance on criterion measures.
• Measurement shifts make it difficult to estimate learning patterns.
• Measurement methods are designed by teachers, with unknown reliability and validity.
• Measurement framework is highly associated with a set of instructional methods.