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Deane, Paul; Wilson, Joshua; Zhang, Mo; Li, Chen; van Rijn, Peter; Guo, Hongwen; Roth, Amanda; Winchester, Eowyn; Richter, Theresa – International Journal of Artificial Intelligence in Education, 2021
Educators need actionable information about student progress during the school year. This paper explores an approach to this problem in the writing domain that combines three measurement approaches intended for use in interim-assessment fashion: scenario-based assessments (SBAs), to simulate authentic classroom tasks, automated writing evaluation…
Descriptors: Vignettes, Writing Evaluation, Writing Improvement, Progress Monitoring
Khulaifiyah; Widiati, Utami; Anugerahwati, Mirjam; Suryati, Nunung – Pegem Journal of Education and Instruction, 2021
Autonomous learning is a process to be aware of taking control of learning. Yet, little attention is directed to exploring English language students' perceptions of autonomous learning. This study aims to explore students' perceptions of autonomous learning and students' proposed activities during the initiative, monitoring, and evaluation process…
Descriptors: Independent Study, Student Attitudes, English (Second Language), Second Language Learning
Flanagan, Matthew F.; Kutscher, Elisabeth L. – TEACHING Exceptional Children, 2021
Community-based instruction (CBI) is one type of community experience in which students with disabilities work toward instructional goals while engaged in activities occurring in a natural environment outside of a typical school setting (Hoover, 2016; Rowe et al., 2015). Educators who implement CBI capitalize on their students' time in the…
Descriptors: Community Based Instruction (Disabilities), Progress Monitoring, Students with Disabilities, High School Students
Alcaraz, Raul; Martinez-Rodrigo, Arturo; Zangroniz, Roberto; Rieta, Jose Joaquin – IEEE Transactions on Learning Technologies, 2021
Early warning systems (EWSs) have proven to be useful in identifying students at risk of failing both online and conventional courses. Although some general systems have reported acceptable ability to work in modules with different characteristics, those designed from a course-specific perspective have recently provided better outcomes. Hence, the…
Descriptors: Prediction, At Risk Students, Academic Failure, Electronic Equipment
Agarwal, Pakhi; Liao, Jian; Hooper, Simon; Sperling, Rayne – Distance Learning, 2021
Progress monitoring is used to assess a student's performance during the early stages of literacy development. Computerized progress monitoring systems are capable of scoring some progress monitoring measures automatically. However, other measures, such as those involving writing or sign language, are typically scored manually, which is…
Descriptors: Progress Monitoring, Computer Uses in Education, Automation, Scoring
Guadelupe, Sávio Resende; Freitas, Danilo Pestana; De Carvalho, Paulo Victor Rodrigues; Jatobá, Alessandro – International Journal of Distance Education Technologies, 2021
This article presents an observational qualitative study regarding the use of agile methodologies in implementing project-based student assessment procedures in higher education courses. The study comprised 32 students enrolled in an online biology class in a public university in Rio de Janeiro, Brazil. Students underwent two types of activities:…
Descriptors: Foreign Countries, College Students, Active Learning, Student Projects
A Comparison of CBM-WE Scoring Metrics and Progress Monitoring Frequency among Second-Grade Students
Hier, Bridget O.; January, Stacy-Ann A.; Van Norman, Ethan R. – School Psychology Review, 2020
This study examined the effect of progress monitoring frequency and scoring metric on curriculum-based measurement of written expression (CBM-WE) progress monitoring estimates. The writing progress of 116 second-grade students receiving a classwide writing fluency intervention in their general education classrooms was monitored across 13 weeks…
Descriptors: Curriculum Based Assessment, Writing Tests, Progress Monitoring, Grade 2
McAvoy, Karen; Eagan-Johnson, Brenda; Dymacek, Rosalie; Hooper, Stephen; McCart, Melissa; Tyler, Janet – Journal of School Health, 2020
Background: Returning to learn following a concussion is the process of managing a student's recovery during the school day by implementation of academic supports with varying intensity. Due to a lack of consensus or even guidance on Return to Learn, this paper set out to establish cross discipline consensus on some essential elements of Return to…
Descriptors: Head Injuries, Brain, Reentry Students, Special Needs Students
Denervaud, Solange; Knebel, Jean-François; Immordino-Yang, Mary Helen; Hagmann, Patric – Mind, Brain, and Education, 2020
Through performance monitoring individuals detect and learn from unexpected outcomes, indexed by post-error slowing and post-error improvement in accuracy. Although performance monitoring is essential for academic learning and improves across childhood, its susceptibility to educational influences has not been studied. Here we compared performance…
Descriptors: Traditional Schools, Montessori Schools, Elementary School Students, Secondary School Students
Barone, Jennifer; Khairallah, Pamela; Gabriel, Rachael – Reading Teacher, 2020
Running records can be the assessments that teachers are looking for when searching for an efficient way to plan meaningful literacy instruction. Running records can give teachers immediate insights to guide on-the-fly prompting and teaching decisions to build reader independence. The authors use classroom examples to illustrate how taking and…
Descriptors: Literacy Education, Reading Instruction, Progress Monitoring, Error Patterns
Vanderheyden, Amanda M.; Solomon, Benjamin G. – School Psychology, 2023
Curriculum-based measurement (CBM) has conventionally included accuracy criteria with recommended fluency thresholds for instructional decision-making. Some scholars have argued for the use of accuracy to directly determine instructional need (e.g., Szadokierski et al., 2017). However, accuracy and fluency have not been directly examined to…
Descriptors: Curriculum Based Assessment, Progress Monitoring, Screening Tests, Accuracy
MacKenzie D. Sidwell; Landon W. Bonner; Kayla Bates-Brantley; Shengtian Wu – Intervention in School and Clinic, 2024
Oral reading fluency probes are essential for reading assessment, intervention, and progress monitoring. Due to the limited options for choosing oral reading fluency probes, it is important to utilize all available resources such as generative artificial intelligence (AI) like ChatGPT to create oral reading fluency probes. The purpose of this…
Descriptors: Artificial Intelligence, Natural Language Processing, Technology Uses in Education, Oral Reading
Candace A. Mulcahy; Joseph C. Gagnon; V. Sue Atkinson; Jason A. Miller – TEACHING Exceptional Children, 2024
In the era of 21st century learning, many secondary students with learning disabilities continue to struggle with mathematics problem solving. Emerging evidence suggests self-regulated strategy development can be combined with existing evidence-based and promising practices during mathematics instruction. These practices include explicit…
Descriptors: Self Management, Algebra, Problem Solving, Secondary School Students
Julie Esparza Brown; Amanda K. Sanford; Donna Sacco – National Center on Intensive Intervention, 2024
This brief highlights how to use culturally and linguistically aligned (CLA) strategies to support multilingual learners within an multi-tiered system of supports (MTSS) framework including how to use a CLA lens to inform instructional adaptations for multilingual learners who require intensive intervention. The brief reviews the use of the CLA…
Descriptors: Multi Tiered Systems of Support, Culturally Relevant Education, Language Usage, Multilingualism
Lane, Kathleen Lynne – School Psychology Review, 2022
In my brief commentary, I offer a look to the past to celebrate lessons learned in social, emotional, and behavioral assessment. Then, I respectfully pose considerations for researchers and practitioners committed to early detection, intervention, and assessment of students with and at risk for emotional and behavioral disorders. Specifically, I…
Descriptors: Functional Behavioral Assessment, Identification, Early Intervention, At Risk Students