The unique character and needs of the Comprehensive Achievement Monitoring (CAM) system has led to the creation of new computer programs and new techniques. Thus, earlier manual strategies (which were subject to error) for the handling of the large banks of behavioral objectives and test items, have been supplanted by a three-phase computer…

Analysis of data on this algebra course, gathered by the Comprehensive Achievement Monitoring (CAM) system, indicated that equivalent scores were yielded by either random or chronological arrangement of the test items on the monitor forms. Chronological arrangement may be permissible, therefore, for normal data processing; random arrangement…

Similar results were obtained here to those reported in TM 000 052: Random and chronological item arrangements yielded equivalent scores; the cognitive tests were again limited predictors of posttest achievement; and there was no consistent pattern as to the learning curve providing the test fit for all students, even though these monitors…

The current philosophical position of the project is reviewed and a variety of issues relevant to educational evaluation and achievement monitoring are enumerated. Various past attempts to model the variables of school learning are reviewed and those adopted for the Comprehensive Achievement Monitoring model are discussed. The student variables…

The Comprehensive Achievement Monitoring (CAM) model for project evaluation is compared with the usual classroom testing and pretest-posttest approaches. All three techniques are described and then examined in detail with respect to their advantages and limitations. The resources of project CAM in the areas of urban education and computer software…