In this video, John M. Hintze, Professor in the Department of Student Development at the University of Massachusetts Amherst explains why it is important to consider whether an assessment is biased against a specific sub-group.
Error message
The page you requested does not exist. For your convenience, a search was performed using the words in the page you tried to access.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Near School of Education at the University of Connecticut and NCII Trainer & Coach, discusses considerations for progress monitoring.
In this video, Sandra Chafouleas, Professor of Educational Psychology in the Neag School of Education at the University of Connecticut, discusses the importance of progress monitoring in behavior and how it differs from screening and diagnostic assessment.
Why do we need to ensure we have multiple parallel or equated forms when measuring student progress?
In this video, Lee Branum-Martin, Associate Professor at Georgia State University explains why we need to ensure we have multiple parallel or equated forms when measuring student progress.
With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration.