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• W89494098 abstract "Teachers' use of objective, ongoing assessment to help them formatively and empirically develop effective instructional programs is one signature feature of model special education programs. Despite their demonstrated efficacy, as well as frequent calls for their implementation, these assessment methods have failed to progress from model to typical special education practice due to feasibility problems. In this article, we describe a research program conducted over the past 8 years to address how technology can be used to surmount these implementation difficulties. The research program focused on one variety of objective, ongoing assessment known as curriculum-based measurement, in the areas of reading, spelling, and math. First, we discuss research on the use of computers to assume the mechanical aspects of measurement. Then, we discuss research on the use of computers to help teachers translate the assessment information into feasible instructional adaptations, even within the context of large instructional group size. Implications for the fields of special education, technology, and assessment are drawn." @default.
• W89494098 created "2016-06-24" @default.
• W89494098 creator A5028144127 @default.
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• W89494098 date "1993-03-01" @default.
• W89494098 modified "2023-09-23" @default.
• W89494098 title "Technological Advances Linking the Assessment of Students' Academic Proficiency to Instructional Planning" @default.
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• W89494098 doi "https://doi.org/10.1177/016264349301200104" @default.
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