IMPROVING THE EFFICIENCY AND EFFECTIVENESS OF INSTRUCTION WITH PROGRESS MONITORING AND FORMATIVE EVALUATION IN THE OUTCOMES DRIVEN MODEL Roland H. Good III University of Oregon, U.S.A Abstract: Hattie (2009) identified strong effect sizes on student learning outcomes for: (a) frequent progress monitoring and formative evaluation (d = +0.90), (b) with ambitious goals (d = +0.56), and feedback on performance (d = +0.73). Instruction incorporating these features is likely to be more effective. Dynamic Indicators of Basic Early Learning Skills Next (DIBELS Next®) Pathways of Progress™ based on student growth percentiles offers a reliable and valid measure of student progress that can be used to evaluate the effectiveness of instruction, establish meaningful, attainable, and ambitious goals, and provide feedback on progress to students and educators.