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Abstract:
PROGRESS MONITORING is a set of techniques used to assess students' academic performance on a regular
and frequent basis. Different forms of progress monitoring have been used effectively in the field of general
special education for more than 20 years. However, to date, limited information about how progress monitoring
is being used in the field of deaf education is available. The present study was undertaken to examine how
progress monitoring is being used with students who are deaf or hard of hearing and to find out teachers'
perceptions about the utilization and value of using progress monitoring. Overall, participants were very positive.
They reported that the use of progress monitoring improved students' motivation and helped them better
evaluate the effectiveness of their instruction. Participants' primary concern was with the amount of time
progress monitoring takes away from teaching. Additional results and recommendations are provided.
[PUBLICATION ABSTRACT]
Full text:
PROGRESS MONITORING is a set of techniques used to assess students' academic performance on a regular
and frequent basis. Different forms of progress monitoring have been used effectively in the field of general
special education for more than 20 years. However, to date, limited information about how progress monitoring
is being used in the field of deaf education is available. The present study was undertaken to examine how
progress monitoring is being used with students who are deaf or hard of hearing and to find out teachers'
perceptions about the utilization and value of using progress monitoring. Overall, participants were very positive.
They reported that the use of progress monitoring improved students' motivation and helped them better
evaluate the effectiveness of their instruction. Participants' primary concern was with the amount of time
progress monitoring takes away from teaching. Additional results and recommendations are provided.
Progress monitoring has been defined as the "frequent and ongoing measurement of student knowledge and
skills and the examination of student data to evaluate instruction" (Vaughn, Bos, &Schumm, 2007, p. 74).
Progress monitoring differs from traditional assessment in that it tends to focus on students' performance on a
few critical skills (i.e., word identification fluency, mathematics computation, passagereading fluency, spelling)
using repeatable (i.e., weekly, monthly, quarterly) and brief (i.e., 1-3 minutes) probes. Among the advantages of
progress monitoring over traditional assessments are that (a) it can be hand scored, (b) it allows educators to
conduct error analyses to identify specific targets for intervention, and (c) through graphing of students'
progress, it enables teachers, students, and parents to see how students are performing (Quenemoen, Thurlow,
Moen, Thompson, &Morse, 2003). Summaries of research supporting the efficacy of progress monitoring (e.g.,
Foegen, Jiban, &Deno, 2007; L. Fuchs &D. Fuchs, 2006; Wayman, Wallace, Wiley, Ticha', &Espin, 2007)
suggest that progress monitoring results in more efficient and appropriately targeted instructional techniques
and goals, which, together, move students to faster attainment of important state standards of achievement.
Similarly, the National Center on Student Progress Monitoring (n.d.) reports that the benefits of progress
monitoring include
1. accelerated learning because students receive more appropriate instruction
2. more informed instructional decisions
3. more efficient communication with families and other professionals about students' progress
MeSH: Adolescent, Adolescent Development, Attitude, Child, Child Development, Education, Professional,
Educational Status, Female, Humans, Learning, Male, Motivation, Persons With Hearing Impairments --
psychology, United States, Education of Hearing Disabled (major), Education, Special (major), Educational
Measurement (major), Faculty (major), Mainstreaming (Education) (major), Perception (major)
Volume: 155
Issue: 4
Pages: 397-406
Number of pages: 10
Year: 2010
ISSN: 0002726X
CODEN: ANDFAL
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