An Analysis of Technology Assisted Progress Monitoring to Drive Improved Student Outcomes

This paper examines the effects that progress monitoring has on student achievement and teacher practice by reporting on the findings of two studies. The first study presents a quantitative analysis of a large data set to determine whether progress monitoring affects student outcomes, as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The data used in this paper was drawn from wireless generation's database of DIBELS assessment results collected by teachers using mCLASS: DIBELS handheld-based assessment software. Results revealed large positive effect sizes from weekly progress monitoring and gains from students at all risk levels.