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ERIC Number: ED502441
Record Type: Non-Journal
Publication Date: 2003
Pages: 7
Abstractor: As Provided
Annotated Bibliography of Selected Curriculum-Based Measurement Articles
National Center on Student Progress Monitoring
Research has demonstrated that when teachers use curriculum-based measurement (CBM) to inform their instructional decision making, students learn more, teacher decision making improves, and students are more aware of their own performance (e.g., Fuchs, Deno, & Mirkin, 1984). CBM research, conducted over the past 30 years, has also shown CBM to be reliable and valid (e.g., Deno, 1985; Germann & Tindal, 1985; Marston, 1988; Shinn, 1989). Presented herein is an annotated bibliography of selected CBM articles.
National Center on Student Progress Monitoring. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 866-770-6111; Fax: 202-403-5001; e-mail:; Web site:
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center on Student Progress Monitoring