Weekly Versus Intermittent Progress Monitoring in Mathematics: A Conceptual Replication and Pilot Study. (June 2023)

• Record Type: Journal Article
• Authors: Mason, Erica N.; Lembke, Erica S.
• Is Part Of: Assessment for effective intervention. Volume 48:Number 3(2023)
• Page Start: 138
• Page End: 148
• Publication Date: 2023-06
• Subjects: curriculum-based measurement -- math -- progress monitoring; Educational tests and measurements -- Periodicals; Special education -- Periodicals; 371.2605
• DOI: 10.1177/15345084221133730
• Languages: English
• ISSNs: 1534-5084

Abstract

Replication studies in special education are necessary to strengthen the foundation upon which instruction and intervention for students with disabilities are built. J. Jenkins et al. (2017) found intermittent reading fluency progress monitoring schedules did not delay decision-making and were similar in decision-making accuracy to the traditional weekly progress monitoring schedule. Results of the current pilot study, although underpowered, conceptually replicated the original claims and extended their work by investigating their questions in the area of mathematics computation. Implications for research and practice are shared.