Formative Evaluation of Academic Progress: How Much Growth Can We Expect?
Abstract
The purpose of this study was to examine students' weekly rates of academic growth, or slopes of achievement, when Curriculum-Based Measurement (CBM) is conducted repeatedly over 1 year. Using standard CBM procedures in reading, spelling, or math, students in Year 1 (n = 546) were measured once each week; students in Year 2 (n = 2,511) were measured at least monthly. Results provided corroborating data across years and interesting patterns for different types of measures. Findings are discussed in terms of how to use normative slope data to establish appropriate goals for student outcomes. Implications also are discussed in terms of (a) how such norms can be developed for other ongoing assessment systems, (b) developing a technology for the measurement of student change, and (c) developmental theories of academic growth.
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Sampling plans for students in ORF slope studies have been very inconsistent, primarily convenience samples, considerably different in size, and with different demographic characteristics documented.
“As Tindal and Nese [68] note, the sampling plans for students have been very inconsistent, primarily representing convenience samples for researchers, considerably different in size (from several dozen to thousands), and with different demographic characteristics documented.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [68]
Students receiving special education services enter at a lower level (intercept) and generally grow at a slower rate.
“(3) Students receiving special education services enter at a lower level (intercept) and generally grow at a slower rate.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [68]
Within-year weekly growth in oral reading fluency ranges from .50 to 2.0 words correct per minute per week.
“(4) Within year (weekly) growth in oral reading, fluency ranges from .50 words correct per minute per week to 2.0 words correct per minute per week.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [68]
Growth in oral reading fluency is not linear within a year but likely quadratic.
“(1) Growth is not linear within a year but likely quadratic.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [68]
Growth in oral reading fluency is not linear across years but reflects much greater improvement in the early grades that tapers off in the later elementary years.
“(2) Growth also is not linear across years but reflects much greater improvement in the early grades that tapers off in the later elementary years.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [68]
The most significant limitation of prior research in this area is that benchmark measures, not progress measures, are often used to document growth.
“Probably the most significant limitation of prior research in this area is that benchmark measures, not progress measures, are often used to document growth [68].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [68]
Much of the research fails to include full demographic information for students, particularly those being progress monitored (e.g., students at risk of failing to learn to read).
“Finally, much of this research fails to include full demographic information for students, particularly those being progress monitored (e.g., students at risk of failing to learn to read) [68].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [68]
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- Authors
- Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G.
- Affiliations
- Vanderbilt University (US)
- St. Croix River Education District
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 1993-03-01
- Volume
- 22
- Issue
- 1
- Pages
- 27-48
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W1585310111
- Cited by
- 442
- References
- 0
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 8 · 2023: 9 · 2022: 9 · 2021: 10 · 2020: 8 · 2019: 10 · 2018: 9 · 2017: 14 · 2016: 18 · 2015: 15 · 2014: 21 · 2013: 23 · 2012: 23
- FWCI
- 8.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Education › Educational Assessment and Pedagogy
- Keywords
- formative assessment, academic progress monitoring, curriculum-based measurement, reading achievement, spelling achievement, mathematics achievement
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