This meta-analysis explored how measuring student progress toward long-term vs. short-term goals affects achievement outcomes. Eighteen controlled studies were coded in terms of measurement method (toward long-term vs. short-term goals) and type of achievement outcome (probelike vs. global achievement test). Analogs to analysis of variance conducted on weighted unbiased effect sizes (UESs) indicated an interaction : When progress was measured toward long-term goals, UESs on global measures were higher than on probelike outcomes; when progress was measured toward series of short-term goals, the reverse was true. Implications for special education practice are discussed.
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