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Monitoring Student Progress in Social Studies
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, Pacific University, United States ; , Kaplan University, United States ; , San Diego State University, United States

Global Learn, in Online, Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This study investigated a concept maze as an extension of Curriculum-based Measurement (CBM) to monitor the progress of student learning. Fifty 6th grade students (16 identified with a learning disability [LD]) participated in a four-week unit on Early Societies. All students were assessed with traditional vocabulary CBMs and concept mazes. Three findings are reported: First, vocabulary CBMs were neither related to the concept mazes nor predictive of achievement on the criterion measure assessing end of unit outcomes. Second, regression analyses indicated that concept maze measures were predictive of criterion measure performance for students with LD. Finally, concept mazes were sensitive enough to measure differences in learning progress of students, including students with LD. We discuss these findings in terms of the viability of the Concept Maze measure as a formative assessment that can be used within an RTI framework in a Secondary setting to assist in making appropriate instructional decisions; ultimately better meeting the needs of all students.

Citation

Twyman, T., Tedesco, M. & Duesbery, L. (2012). Monitoring Student Progress in Social Studies. In Proceedings of Global Learn 2012: Global Conference on Learning and Technology (pp. 66-71). Online,: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from .

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