Progress Monitoring Measures in Mathematics: A Review of the Literature
Abstract
This review of literature on progress monitoring was designed to examine the full array of curriculum-based measures (CBMs) in mathematics for students from preschool to secondary schools. We organized the article around two primary concerns: the approach used to develop the measures (curriculum sampling or robust indicators) and the type of research necessary to establish the viability of the tasks. Our review addressed the technical adequacy of the measures as indicators of performance and progress, as well as teachers' use of the measures to improve achievement. The largest number of studies has been conducted at the elementary level, with less work in early mathematics or at the secondary level. In general, the measures have acceptable levels of reliability; the criterion validity of mathematics CBMs appears to be lower than that for reading CBMs. One important finding that emerged was the relatively low degree of consensus on the best approach to use in developing mathematics CBMs. We discuss probable reasons for this, along with implications for practice and research.
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Self-citation
- Authors
- Foegen, A., Jiban, C., & Deno, S.
- Affiliations
- Iowa State University (US)
- University of Minnesota (US)
- Venue
- The Journal of Special Education
- Publisher
- SAGE Publications
- Published
- 2007-08
- Volume
- 41
- Issue
- 2
- Pages
- 121-139
- ISSN
- 0022-4669 (ISSN-L)
- 1538-4764
- OpenAlex
- W2102905425
- Cited by
- 222
- References
- 48
- Citations by year
- 2026: 4 · 2025: 12 · 2024: 5 · 2023: 6 · 2022: 17 · 2021: 11 · 2020: 14 · 2019: 8 · 2018: 7 · 2017: 11 · 2016: 17 · 2015: 15 · 2014: 19 · 2013: 11 · 2012: 16
- FWCI
- 17.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Special Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- progress monitoring, curriculum-based measurement, mathematics assessment, criterion validity, reliability statistics, early childhood mathematics, high school mathematics, special education, teacher assessment practices
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