Supporting valid decision making: Uses and misuses of assessment data within the context of RTI

Carrie R. Ball, Theodore J. Christ

Research output: Contribution to journalArticlepeer-review

25 Scopus citations

Abstract

Within an RtI problem-solving context, assessment and decision making generally center around the tasks of problem identification, problem analysis, progress monitoring, and program evaluation. We use this framework to discuss the current state of the literature regarding curriculum based measurement, its technical properties, and its utility for making instructional decisions. Cursory examination of emerging alternatives (e.g., computer adaptive tests) is included, where appropriate. We then offer recommendations for local decision making, with an emphasis on high-quality assessment, responsible decision making, bridging the research-practice gap, and capitalizing on the expertise of school psychologists.

Original languageEnglish (US)
Pages (from-to)231-244
Number of pages14
JournalPsychology in the Schools
Volume49
Issue number3
DOIs
StatePublished - Mar 2012

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