Monitoring Progress of Students Who Are Deaf or Hard of Hearing
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| Title: | Monitoring Progress of Students Who Are Deaf or Hard of Hearing |
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| Language: | English |
| Authors: | Rose, Susan, National Center on Student Progress Monitoring, American Institutes for Research |
| Source: | National Center on Student Progress Monitoring. 2007. |
| Availability: | National Center on Student Progress Monitoring. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 866-770-6111; Fax: 202-403-5001; e-mail: studentprogress@air.org; Web site: http://www.studentprogress.org |
| Peer Reviewed: | N |
| Page Count: | 22 |
| Publication Date: | 2007 |
| Sponsoring Agency: | Office of Special Education Programs (ED/OSERS) |
| Document Type: | Information Analyses Reports - Evaluative |
| Descriptors: | Testing Accommodations, Curriculum Based Assessment, State Legislation, Partial Hearing, Deafness, Standardized Tests, Academic Achievement, Accountability, Student Evaluation, Special Schools, Reading Fluency, Oral Reading |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act |
| Assessment and Survey Identifiers: | Stanford Achievement Tests |
| Abstract: | Federal and state legislation has placed a renewed emphasis on accountability and academic outcomes among students who are deaf or hard of hearing. While much attention is given to norm-referenced standardized testing accommodations, there is a need for functional formative assessments for the purpose of monitoring students' academic progress. This paper addresses some of the evaluative perspective of students' academic performance within the field of deaf education and the critical need for progress monitoring. A brief review is included of studies conducted using Curriculum-Based Measurement (CBM) with students who are deaf and hard of hearing. (Contains 2 figures.) |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2008 |
| Accession Number: | ED502455 |
| Database: | ERIC |
| Abstract: | Federal and state legislation has placed a renewed emphasis on accountability and academic outcomes among students who are deaf or hard of hearing. While much attention is given to norm-referenced standardized testing accommodations, there is a need for functional formative assessments for the purpose of monitoring students' academic progress. This paper addresses some of the evaluative perspective of students' academic performance within the field of deaf education and the critical need for progress monitoring. A brief review is included of studies conducted using Curriculum-Based Measurement (CBM) with students who are deaf and hard of hearing. (Contains 2 figures.) |
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