University of Oregon

New Book Chapter: Assessment of Students with Learning Disabilities: Using Students’ Performance and Progress to Inform Instruction

Assessment of Students with Learning Disabilities: Using Students’ Performance and Progress to Inform Instruction.
The combination of RTI and formative assessment, particularly curriculum-based measurement (CBM), provides an explicit system for better understanding and validating instructional decision-making using student responses.  
     Tindal, G., Alonzo, J., Sáez, L., & Nese, J. F. T. (2017). Assessment of students with learning disabilities: Using
     students’ performance and progress to inform instruction. In K. Ercikan & J. W. Pellegrino (Eds.), Validation of Score
     Meaning in the Next
Generation of Assessments.     Validation of Score Meaning in the Next Generation of Assessments