Curriculum based measurement for student assessment
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Curriculum-Based Measurement for Student Assessment. Michelle Baker Sherry Caron Jill Ward. Brief History of CBM. First developed by Stan Deno in the late 1970’s Purpose initially established for students with learning disabilities

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Curriculum-Based Measurement for Student Assessment

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Curriculum-Based Measurement for Student Assessment

Michelle Baker

Sherry Caron

Jill Ward


Brief History of CBM

  • First developed by Stan Deno in the late 1970’s

  • Purpose initially established for students with learning disabilities

  • Field tested in 1985 as a reliable tool for utilizing with all learners


Using CBM in the Classroom

  • Evaluate: select a target learning goal, use timed, repeated probes to assess mastery of learning goal, chart progress over specified time frame

  • Measure: basic skills in reading, math, spelling, written expression, and readiness skills

  • Monitor: student progress and intervene as necessary indicated by hard data presented in graphs


Curriculum-Based Measures Correlate to General Outcome Measures

  • General Outcome Measures (GOMs) parallel formative assessment to:

    informteaching

    ensure accountability

  • Using CBMs adds systematic formative assessment to current practices for teachers, students, parents, and administrators

    Adapted from www.aimsweb.com


CBM Advantages

  • Direct Measurement

  • Target Learning Goals

  • Teacher Friendly

  • Minimal time to implement

  • Visual Interpretation of hard data

  • Respective to the learner

  • Frequent progress monitoring

  • Research based


Research Findings


42 one-minute CBM type assessments in reading, math, and written expression for grades K-5 were found to have reliability coefficients between .90-.99 with just three, one minute administrations (Jenkins, 2002)

Several studies have demonstrated the ability of CBM to differentiate between students receiving special education services, students receiving Chapter 1 services, and students not receiving any of those services (Deno, Marston, Shinn, and Tidal, 1983)

Reliability and Validity

Adapted from www.aimsweb.com


Examples of CBMs


Statewide Norms

Statewide Norms are segmented into three categories: Fall, Winter, and Spring. These charts represent Fall and Spring Norms for Kindergarteners.


Third grade Fall and

Spring Norms.


Fifth grade Fall and

Winter Norms.


Authentic Student Sample of Progress Monitoring


Reviewing What We Learned:

Focus on a Clearly Defined Learning Target

Research Based

Visual Interpretation

of Data

Teachers and Students can Partner in Spirit of Assessment through Charting Progress

Time Efficient

Informative Decision Making Process about Interventions, Progress, and New Goals


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