Recursos

Bond, L. A. (1996). Norm- and criterion-referenced testing. ERIC/ AE Digest. Washington, DC: ERIC Clearinghouse on Assessment and Evaluation.

Brualdi, A. (1998). Implementing performance assessment in the classroom. Practical Assessment, Research & Evaluation, 6(2). Accedido el 3 de marzo, 2008, de http://pareonline.net/getvn.asp?v=6&n=2

Burns, M. K., MacQuarrie, L. L., & Campbell, D. T. (1999). The difference between curriculum-based assessment and curriculum-based measurement: A focus on purpose and result. NASP Communique, 27(6), 1–5.

Deno, S. L. (2003, Fall). Developments in curriculum-based measurement. The Journal of Special Education, 37(3), 184–192.

Deno, S. L. (1985). Experimental teaching: An approach to improving student achievement, changing teacher beliefs, and identifying effective practices. Accedido el 3 de marzo, 2008, de http://eric.ed.gov:80/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_ 0=ED302042&ERICExtSearch_SearchType_0=no&accno=ED302042

Educational Testing Service. (2003). Linking classroom assessment with student learning. Accedido el 3 de marzo, 2008, de http://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf

Fuchs, L. S., & Fuchs, D. (2002). Curriculum-based measurement: Describing competence, enhancing outcomes, evaluating treatment effects, and identifying treatment nonresponders. Peabody Journal of Education, 77(2), 64–84.

Fuchs, L. S., Fuchs, D. (2001). Principals for sustaining research-based practices in the schools: A case study. Focus on Exceptional Children, 33(6), 1–14.

Fuchs, L. S., Fuchs, D. (1999). Using CBM for progress monitoring. Washington, DC: National Center on Student Progress Monitoring.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., & Bentz, J. (1994). Classwide curriculum-based measurement: Helping general educators meet the challenge of student diversity. Exceptional Children, 60(6), 518–537.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students’ helping behavior during peer-mediated instruction with conceptual mathematical explanations. Elementary School Journal, 97, 223–250.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27–48. Fuchs, L., Fuchs, D., & Powell, S. (2004). Using CBM for Progress Monitoring. Washington, DC: American Institutes for Research.

Fuchs, L., Fuchs, D., & Powell, S. (2004). Using CBM for Progress Monitoring. Washington, DC: American Institutes for Research.

Hasbrouck, J. E., & Tindale, G. (1992, Spring). Curriculum-based oral reading fluency norms for students in grades 2 through 5. Teaching Exceptional Children, pp. 41–44.

Lipka, J., & Illutsik, E. (1997). Transforming the culture of schooling: Teacher education in southwest Alaska. Indigenous education around the world: Workshop papers from the World Indigenous People’s Conference: Education. Albuquerque, New Mexico, June 15–22, 1996.

Moskal, B. M. (2003). Developing classroom performance assessments and scoring rubrics, part 1. ERIC Digest, 3–4.

The National Teaching and Learning Forum. (1996). Classroom assessment techniques. Accedido el 3 de marzo, 2008, de http://www.ntlf.com/html/lib/bib/assess.htm

North Central Regional Educational Laboratory. (n. d.) Match assessments to the purposes for assessment. Accedido el 3 de marzo, 2008, de, from http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7purp.htm

Pilcher, J. K. (2001). The role of instructional assessment and teacher assessment practices. National Forum of Teacher Education Journal, 11(3). Accedido el 3 de marzo, 2008, de http://www.nationalforum.com/Electronic%20Journal%20Volumes/Pilcher, %20Janet%20K.%20The%20Role%20of%20Instructional%20Assessment %20and%20Teacher%20Assessment%20Practices.pdf

Wright, J. (n .d.). Curriculum-based measurement: A manual for teachers. Accedido el 3 de marzo, 2008, de, from http://www.studentprogress.org/library/Training/CBM%20Reading/UsingCBMReading.pdf

Davis, L. B., Fuchs, L. S., Fuchs, D., & Whinnery, K. (1995). “Will CBM help me learn?”: Students’ perceptions of the benefits of curriculum-based measurement. Education and Treatment of Children, 18(1), 19–32.

Fewster, S., & MacMillan, P. D. (2002). School-based evidence for the validity of curriculum-based measurement of reading and writing. Remedial Special Education, 23(3), 149–156.

Foegen, A., Espin, C. A., & Allinder, R. M. (2001). Translating research into practice: Preservice teachers’ beliefs about curriculum-based measurement. The Journal of Special Education, 34(4), 226–236.

Fuchs, L. S., Butterworth, J. R., & Fuchs, D. (1989). Effects of ongoing curriculum-based measurement on student awareness of goals and progress. Education and Treatment of Children, 12, 63–72.

Fuchs, L. S., & Deno, L. S. (1991). Paradigmatic distinction between instructionally relevant measurement models. Exceptional Children, 57, 488–500.

Fuchs, L. S., & Fuchs, D. (2003). Curriculum-based measurement: A best practice guide. National Association of School Psychologists Communique, 32, 1–4.

Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199–208.

Fuchs, L. S., & Fuchs, D. (1991). Curriculum-based measurements: Current applications and future directions. Preventing School Failure, 35(3), 6–11.

Fuchs, L. S., & Fuchs, D. (1993). Effect of systematic observation and feedback on teachers’ implementation of curriculum-based measurement. Teacher Education and Special Education, 16, 178–187.

Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1993). Technological advances linking the assessment of students’ academic proficiency to instructional planning. Journal of Special Education Technology, 12, 49–62.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Hasselbring, T. S. (1987). Using computers with curriculum-based monitoring: Effects on teacher efficiency and satisfaction. Journal of Special Education Technology, 8, 14–27.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28, 617–641.

Fuchs, L. S., Hamlett, C. L., & Fuchs, D. (1998). Monitoring basic skills progress (2nd ed.). Austin, TX: PRO-ED.

Fuchs, L. S., Hamlett, C. L., & Fuchs, D. (1988). Conducting curriculum-based collection: Effects on efficiency and measurement with computerized data teacher satisfaction. Journal of Special Education Technology, 9, 73–85.

Good, R. H., Simmons, D. C., & Kameenui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high stakes outcomes. Scientific Studies of Reading, 5, 257–288.

Hosp, M. K., & Hosp, J. L. (2003). Curriculum-based measurement for reading, spelling, and math: How to do it and why. Preventing School Failure, 48(1), 10–17.

Marston, D., Diment, K., Allen, D., & Allen, L. (1992). Monitoring pupil progress in reading. Preventing School Failure, 36(2), 21–25.

Sibley, D., Biwer, D., & Hesch, A. (2001). Establishing curriculum-based measurement oral reading fluency performance standards to predict success on local and state tests of reading achievement. Paper presented at the Annual Meeting of the National Association of School Psychologists (Washington, D.C., April 17–21, 2001). Accedido de http://www.edrs.com, ERIC Document No ED 453 527. July 7, 2004.

Wesson, C. L. (1991). Curriculum-based measurement and two models of follow-up consultation. Exceptional Children, 57, 246–257.

Wesson, C. L., King, R., & Deno, S. L. (1984). Direct and frequent measurement: If it’s so good for us, why don’t we use it? Learning Disability Quarterly, 7, 45–48.

Yell, M. L., Deno, S. L., & Marston, D. B. (1992). Barriers to implementing curriculum-based measurement. Diagnostique, 18, 99–114.

AIMSweb http://www.aimsweb.com

Este programa informático produce gráficas y analiza las puntuaciones de los estudiantes.

Aprendizaje Asistido entre Pares (Peer-Assisted Learning, PALS por sus siglas en inglés) http://kc.vanderbilt.edu/pals/

Visite la página web oficial de Aprendizaje Asistido entre Pares (PALS) para recursos y productos comerciales relacionados a estrategias de aprendizaje asistido entre pares. Los visitantes encontrarán módulos acerca de lectura y matemáticas PALS, y también encontrarán recursos de adiestramiento, estudios sobre la eficacia de las estrategias, productos para los maestros y más.

DIBELS http://dibels.uoregon.edu

El Sistema informático DIBELS permite a los maestros entrar las calificaciones de sus estudiantes y generar informes automáticos. El costo por este servicio es de $1 por estudiante, al año.

Edcheckup http://www.edcheckup.com

Este Sistema de evaluación en línea administra y califica exámenes. Informes y gráficas que siguen el curso y el progreso académico de los estudiantes son generados automáticamente. También provee guías para establecer metas anuales y para evaluar progreso académico.

McGraw-Hill http://www.mhdigitallearning.com

El programa Yearly ProgressPro (TM) evalúa a los estudiantes semanalmente por computadora, convierte sus puntuaciones en gráficas y hace recomendaciones de enseñanza basadas en sus puntuaciones.

CBM Warehouse http://www.interventioncentral.org/cbm_warehouse

Esta página ofrece varias descargas gratis para asistir a los maestros en la administración de sondeos y para hacer gráficas con la información de los estudiantes via computadora.

National Center on Student Progress Monitoring http://www.studentprogress.org/

El Centro Nacional para Monitorear el Progreso Estudiantil es una asistencia técnica nacional y un centro de difusión auspiciado por la Oficina de Programas en Educación Especial (OSEP, por sus siglas en inglés). Este centro ofrece asistencia a estados y distritos interesados en implementar medidas para monitorear grados K-5.