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Assessment

Allen, M. J. (2004). Assessing academic programs in higher education. Bolton, MA: Anker Publishing.
Moskal, Barbara M. (2000). Scoring rubrics: what, when and how?. Practical Assessment, Research & Evaluation, 7(3). Retrieved June 3, 2013 from http://PAREonline.net/getvn.asp?v=7&n=3
Schafer, W. D., Swanson, G., Bene', N., & Newberry, G. (2001). Effects of teacher knowledge of rubrics on student achievement in four content areas. Applied Measurement in Education, 12(2), 151-170.

Burnette J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655-701.
Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and practice of assessment and intervention (pp. 244-251).
Gettinger, M., & Seibert, J.K. (2002). Best practices in increasing academic learning time. In A. Thomas (Ed.), Best practices in school psychology: Volume I (4th ed., pp. 773-787). Bethesda, MD: National Association of School Psychologists.
Maag, J. W., Reid, R., & DiGangi, S. A. (1993). Differential effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavior Analysis, 26, 329-344.
Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.

Gansle, K. A., VanDerHeyden, A. M., Noell, G. H., Resetar, J. L., & Williams, K. L. (2006). The technical adequacy of curriculum-based and rating-based measures of written expression for elementary school students. School Psychology Review, 35, 435-450.
Malecki, C. K., & Jewell, J. (2003). Developmental, gender, and practical considerations in scoring curriculum-based measurement writing probes. Psychology in the Schools, 40, 379-390.
McMaster, K., & Espin, C. (2007). Technical features of curriculum-based measurement in writing: A literature review. Journal of Special Education, 41(2), 68-84.
Robinson, L. K., & Howell, K. W. (2008). Best practices in curriculum-based evaluation & written expression. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 439-452). Bethesda, MD: National Association of School Psychologists.
Tadatada, A. (2011). Growth rates of curriculum-based measurement-written expression at the elementary school level. Unpublished master's thesis, Western Kentucky University, Bowling Green.
Wright, J. (1992). Curriculum-based measurement: A manual for teachers. Retrieved September 23, 20011, from http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf

Chard, D. J., Clarke, B., Baker, S., Otterstedt, J., Braun, D., & Katz, R. (2005). Using measures of number sense to screen for difficulties in mathematics: Preliminary findings. Assessment for Effective Intervention, 30(3), 3-14.
Clarke, B., & Shinn, M. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33, 234–248.
Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304.
Hosp, M.K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM. New York: Guilford.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington, DC: Authors. Retrieved from http://www.corestandards.org/