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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

Curriculum-Based Measurement for Student Assessment

Michelle Baker

Sherry Caron

Jill Ward

brief history of cbm
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
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
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
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
reliability and validity
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

statewide norms
Statewide Norms

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

reviewing what we learned
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