A r c h i v e d I n f o r m a t i o n
Strategies for Making Adequate Yearly Progress, Using Curriculum Based-Measurement for Progress Monitoring
Student Achievement and School Accountability Conference
October 2002
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Text (slide 26):
Problems Associated with Mastery Measurement
- Hierarchy of skills is logical, not empirical.
- Assessment does not reflect maintenance or generalization.
- Number of objectives mastered does not relate well to performance on criterion measures.
- Measurement shifts make it difficult to estimate learning patterns.
- Measurement methods are designed by teachers, with unknown reliability and validity.
- Measurement framework is highly associated with a set of instructional methods.
