Despite knowledge of COVID-19's expected impact on the 2020 and 2021 academic school years, policymakers, professional organizations, and test publishers have failed to offer consistent, well-defined or corresponding advice to educational evaluators on how to meet the unique challenges the pandemic has introduced. The directive vacuum that was…

The current emphasis on data-based decision-making ties discussions of accountability, school improvement and educational reform to the notion that gathering and using evidence addresses questions of rigor in our schools and classrooms. The purpose of this research was to survey secondary (middle and high school) general educators (n = 126) to…

This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used…

This article discusses the role of assessment in a response-to-intervention model. Although assessment represents only 1 component in a response-to-intervention model, a well-articulated assessment system is critical in providing teachers with reliable data that are easily interpreted and used to make instructional decisions. Three components of…

While the Common Core State Standards and state learning standards guide teachers in what mathematical content knowledge should be addressed as well as the processes and proficiencies necessary for developing mathematical competence, several student- and teacher-related factors may hinder student access to the general education curriculum for…

The authors have witnessed major changes in the preparation of special education personnel. Recent legislation, including the No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (2004), has moved the concept of highly qualified teacher (HQT) to the national forefront. It seems reasonable that preservice…

In this article, the authors discuss 4 critical components of mathematics assessment that relate to instruction: (a) teachers need to be knowledgeable about mathematical standards and align them with assessment; (b) assessment should combine formal and informal approaches to obtain a more authentic picture of students' performance and meaningfully…

Quality and feasibility factors affect decision making in choice of assessment methods. Quality factors include the psychometric concepts of reliability, validity, and fairness. Feasibility factors include cost, time, complexity, and acceptability. Tradeoffs are illustrated in two case studies that examine single versus multiple purposes, high…

This article outlines differences between traditional assessment and authentic assessment procedures, discusses problems with each type of assessment in relation to special learners, and offers certain cautions that must be observed when implementing authentic assessment. (JDD)

In this interview, Dr. Richard Van Acker discusses federal requirements for functional behavioral assessments (FBAs) and the teamwork involved in conducting an FBA. Various components of FBAs and the approximate time required are outlined and examples are provided of structured data collection for use in the FBA. (CR)

Discusses how technology currently enhances student assessment in the areas of screening, classification, instructional planning, progress monitoring, and program evaluation. Examples of specific applications are included. The influence of technology on educational assessment in the 21st century is briefly discussed. (DB)

Recounts experiences of a university professor who returned to the elementary classroom and attempted to implement the National Council of Teachers of Mathematics Standards and appropriate assessment methods, including nontraditional paper-and-pencil tasks, journal-like writing assignments, focused observations, and performance-based assessments…

This paper explains what curriculum-based measurement (CBM) is; presents a case study to describe how special education teachers can use CBM to develop instructional programs, focusing on mathematics; and discusses future directions for ongoing monitoring systems. Four graphs and a skills analysis chart illustrate the case study. (JDD)

This article presents a rationale for using curriculum-based measurement (CBM) in making special education eligibility decisions, offers a model of how CBM data can be used to make eligibility decisions, and discusses issues and controversies (such as linking CBM data to intervention and addressing exclusionary components) in using CBM for this…

Trends in student assessment in classrooms including students with and without disabilities are identified, and an approach called cooperative assessment, in which teachers consult to share knowledge and cooperate to solve problems, is detailed. A six-step cooperative assessment process is outlined. (DB)