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OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE . Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Lisa A. Langell, M.A., S.Psy.S. AIMSweb in a Picture and a Sentence.
Mark R. Shinn, Ph.D.
Michelle M. Shinn, Ph.D.
Lisa A. Langell, M.A., S.Psy.S.
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.
Reliable and valid indicator of student achievement
Simple, efficient, and of short duration to facilitate frequent administration by teachers
Provides assessment information that helps teachers plan better instruction
Sensitive to the improvement of students’ achievement over time
Easily understood by teachers and parents
Improves achievement when used to monitor progress
Designed to serve as “indicators” of general reading achievement: CBM probes don’t measure everything, but measure the importantthings.
Standardized teststo be given, scored, and interpreted in astandard way
Researchedwith respect to psychometric properties to ensure accurate measures of learning
Benchmarking allows us to add systematic Formative Evaluation to current practice.
Strategic Monitoring (Tier 2):1x per month for select studentsat risk for educational difficulties(Optional)
Progress Monitor (Tier 3):Intensive assessment with adjustable frequency that matches need
AIMSweb commonly uses box plots to report data.
This chart will help familiarize yourself with box plots:
Consider bell-curve. Box plots are somewhat similar in shape and representation.
Above Average Range
Median (50th percentile)
Average range of population included in sample.
Below Average Range
Provides option to increase assessment frequency for select students who have been identified as at-risk in the Benchmark process – or for all students if
View by Comparison Group & Across Years
View Data by Scores and Percentile Rank per Grade Level within a school or by specific Classroom
Strategies for Writing Individual Goals in General Curriculum and More Frequent Formative Evaluation
Mark Shinn, Ph.D.Lisa A. Langell, M.A., S.Psy.S.
Big Ideas About Frequent Formative Evaluation Using General Outcome Measures and the Progress Monitoring Program
One of the most powerful interventions that schools can
use is systematic and frequent formative evaluation.
Benchmark Assessment is not enough for some students because they may be in ineffective programs too long. (3 mos +)
The solution is to write individualized goals and determine a feasible progress monitoring schedule.
The core of frequent progress monitoring is:
Goal setting using logical educational practices
Analysis of student need and resources for determining progress monitoring frequency.
Technical adequacy (reliability and validity);
Capacity to model growth (able to represent student achievement growth within and across academic years);
Treatment sensitivity (scores should change when students are learning);
Independence from specific instructional techniques (instructionally eclectic so the system can be used with any type of instruction or curriculum);
Capacity to inform teaching (should provide information to help teachers improve instruction);
Feasibility (must be doable).
3rd grade student
Formative Evaluation is Impossible without all data:Goals Make Progress Decisions Easier
Reading In (#) weeks (Student name) will read (#) Words Correctly in 1 minute from randomly selected Grade (#) passages.
Spelling In (#) weeks (Student name) will write (#) Correct Letter Sequences and (#) Correct Words in 2 minutes from randomly selected Grade (#) spelling lists.
Math Computation In (#) weeks (Student name) will write (#) Correct Digits in 2 minutes from randomly selected Grade (#) math problems.
Written Expression In (#) weeks (Student name) will write (#) Total Words and (#) Correct Writing Sequences when presented with randomly selected Grade (#) story starters.
Students are tested in successive levels of general curriculum, beginning with their current expected grade placement, until a level at which they are successful is determined.
John3rd grade passage62/4
John4th grade passage49/7
Conducting a Survey Level Assessment
Example of PLEP statement:
John currently reads about 26 words correctly from Grade 5 Standard Reading Assessment Passages. He reads Grade 3 reading passages successfully; 62 correct words per minute with 4 errors, which is how well beginning 3rd grade students read this material.