As you have learned, progress monitoring is a type of formative assessment used to evaluate student learning on a regular basis and provide performance feedback to learners and educators. General outcome measurement (GOM), one type of progress monitoring, offers a clear indication of whether students are making adequate progress toward their learning goals. Regardless of whether GOM data are used to track the mathematics performance of typically achieving students, struggling students, or students with disabilities, the process of collecting and interpreting GOM data to monitor progress and guide instruction consists of the six steps outlined in the table below.
Keep in Mind
Select a measure
The measure should be reliable and valid.
Educators should administer computation probes, concepts and applications probes, or both.
Create a graph
A graph creates a visual representation of the data.
A graph allows an educator and student to see the relationship between the student’s efforts and performance.
Create a goal line
A goal line helps establish a visual representation of the student’s expected progress.
Administer, score, and graph
Every progress monitoring probe has specific administration and scoring guidelines that educators should carefully follow to ensure fidelity and accuracy of measurement.
In general, scoring a computation probe or a concepts and applications probe is simply a matter of determining how many problems the student solved correctly.
By examining the data on the GOM graph, educators can determine whether the student is making adequate progress.
Make data-based instructional decisions
At least six to eight data points are needed to create a clear picture of how the student is performing.
Educators can evaluate student performance by using one of two methods:
Four-Point Method—This involves examining the relationship between the four most recent data points and the goal line on the student’s graph.
Trend Line Analysis—This involves comparing the student’s goal line and trend line.
Both methods can help educators decide whether they should increase the student’s goal, change their instruction, or make no changes.
A graph can facilitate meaningful conversations about student performance with students, parents, and other professionals.
Revisiting Initial Thoughts
Think back to your initial responses to the following questions. After working through the resources in this module, agree with your initial thoughts? If not, what aspects of your answers would you change?
How can teachers use assessment to guide instruction?
How can teachers determine whether students are making appropriate progress?
When you are ready, proceed to the Assessment section.