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2. OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE Mark R. Shinn, Ph.D.
Michelle M. Shinn, Ph.D.
12. AIMSweb in a Picture and a Sentence AIMSweb is a 3-tier Progress Monitoring System based on direct, frequent and continuous student assessment which is reported to students, parents, teachers and administrators via a web based data management and reporting system for the purpose of determining response to instruction.
18. What is CBM? CBM is a form of Curriculum-Based Assessment (CBA).
Curriculum-Based Measurement (CBM) is the method of monitoring student progress through direct, continuous assessment of basic skills.
CBM is used to assess skills such as reading fluency, comprehension, spelling, mathematics, and written expression. Early literacy skills (phonics and phonological awareness) are similar measures and are downward extensions of CBM.
CBM probes last from 1 to 4 minutes depending on the skill being measured and student performance is scored for speed and accuracy to determine proficiency. Because CBM probes are quick to administer and simple to score, they can be given frequently to provide continuous progress data. The results are charted and provide for timely evaluation based on hard data.
20. Skill Areas Currently Assessable via AIMSweb: Early Literacy[K-1 benchmark, Progress Monitor (PM) any age]
Letter Naming Fluency
Letter sound fluency
Phonemic Segmentation Fluency
Nonsense Word Fluency
Early Numeracy (K-1 benchmark, PM any age)
Oral Reading (K-8, PM any age)
MAZE (Reading comprehension); (1-8, PM any age)
Math Computation (1-6, PM any age)
Math Facts (PM any age)
Spelling (1-8, PM any age)
Written Expression (1-8, PM any age)
Early Literacy and Oral ReadingSpanish (K-8)
21. Advantages of CBM
Direct measure of student performance.
Correlates strongly with best practices for instruction and assessment, and research-supported methods for assessment and intervention.
Focus is on repeated measures of performance. (This cannot be done with most norm-referenced and standardized tests due to practice effect or limited forms.)
22. Advantages of Using CBM Quick to administer, simple, easy, and cost-efficient.
Performance is graphed an analyzed over time
Sensitive to even small improvements in performance
This is KEYas most standardized/norm-referenced tests do NOT show small, incremental gains.
CBM allows teachers to do what they do better!
Capable of having many formswhereas most standardized tests only have a maximum of two forms.
Monitoring frequently enables staff to see trends in individual and group performanceand compare those trends with targets set for their students.
26. Benchmark (Tier 1) for Oral Reading (R-CBM) Set of 3 probes (passages) at grade-level* (~1 through 8).
Administer the same set, three times per year, to all students.
Requires 3 minutes per student, 3 times per year.
31. Data: Get the MEDIAN score for students 3 passages:
67 / 2 85 / 8 74 / 9
33. The Data: Get the MEDIAN score for 3 passages:
67 / 2 85 / 8 74 / 9
34. Managing Data after Assessment: Take median score for each student and report in AIMSweb System.
AIMSweb instantly generates multiple reports for analysis and various decision-making purposes. A few of the many reports available appear here:
36. Box & Whiskers Graphs (box plots): A Brief Explanation AIMSweb commonly uses box plots to report data.
This chart will help familiarize yourself with box plots:
51. The End