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ERIC Number: EJ1127603
Record Type: Journal
Publication Date: 2017-Feb
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
Data-based Decision-making: Teachers' Comprehension of Curriculum-based Measurement Progress-monitoring Graphs
van den Bosch, Roxette M.; Espin, Christine A.; Chung, Siuman; Saab, Nadira
Learning Disabilities Research & Practice, v32 n1 p46-60 Feb 2017
Teachers have difficulty using data from Curriculum-based Measurement (CBM) progress graphs of students with learning difficulties for instructional decision-making. As a first step in unraveling those difficulties, we studied teachers' comprehension of CBM graphs. Using think-aloud methodology, we examined 23 teachers' ability to "read," "interpret," and "link CBM data to instruction" for fictitious graphs and their own students' graphs. Additionally, we examined whether graph literacy--measured with a self-report question and graph-reading skills test--affected graph comprehension. To provide a framework for understanding teachers' graph comprehension, we also collected data from "gold-standard" experts. Results revealed that teachers were reasonably proficient at "reading the data," but had more difficulty with "interpreting" and "linking the data to instruction." Graph literacy was related to some but not all aspects of teachers' CBM graph-comprehension ability. Implications for training teachers to comprehend and use CBM progress data for decision-making are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A