Teachability: The Two Types of Progress Monitoring Part 2
by Mark Shinn
This entry is a continuation of the previous entry that described the most familiar of the two types of Progress Monitoring practices, Mastery Monitoring (MM) or Short-Term Measurement. As noted, this type of Progress Monitoring has high instructional validity (did students learn what I taught today, this week, etc.), but is typically less accurate as a measure of long-term growth. General Outcome Measurement (GOM), represented by Curriculum-Based Measurement (CBM), is the most research example.