ERIC Number: EJ785942
Record Type: Journal
Publication Date: 2003-Oct-1
Reference Count: 0
Developments in Curriculum-Based Measurement
Deno, S. L.
Journal of Special Education, v37 n3 p184-192 Oct 2003
Curriculum-based measurement (CBM) is an approach for assessing the growth of students in basic skills that originated uniquely in special education. A substantial research literature has developed to demonstrate that CBM can be used effectively to gather student performance data to support a wide range of educational decisions. Those decisions include screening to identify, evaluating prereferral interventions, determining eligibility for and placement in remedial and special education programs, formatively evaluating instruction, and evaluating reintegration and inclusion of students in mainstream programs. Beyond those fundamental uses of CBM, recent research has been conducted on using CBM to predict success in high-stakes assessment, to measure growth in content areas in secondary school programs, and to assess growth in early childhood programs. In this article, best practices in CBM are described and empirical support for those practices is identified. Illustrations of the successful uses of CBM to improve educational decision making are provided.
Descriptors: Inclusive Schools, Curriculum Based Assessment, Early Childhood Education, Disabilities, Educational Change, Special Education, Mainstreaming, Secondary Education, Evaluation Methods, Student Evaluation, High Stakes Tests, Achievement Gains, Measurement Techniques, Educational Planning
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Secondary Education
Authoring Institution: N/A