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Direct linkMcMaster, Kristen; Espin, Christine – Journal of Special Education, 2007
This article reviews research examining technical features of curriculum-based measurement (CBM) in written expression. Twenty-eight technical reports and published articles are included in this review. Studies examining the development and technical adequacy of measures of written expression are summarized, beginning with research conducted at…
Descriptors: Scoring, Learning Disabilities, Curriculum Based Assessment, Writing Instruction
Wayman, Miya Miura; Wallace, Teri; Wiley, Hilda Ives; Ticha, Renata; Espin, Christine A. – Journal of Special Education, 2007
In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston's 1989 review. They focus on the technical adequacy of CBM related to measures, materials, and representation of growth. The authors conclude by discussing issues to be addressed in future research, and they raise…
Descriptors: Curriculum Based Assessment, Literature Reviews, Reading Achievement, Reading Research
Peer reviewedHelwig, Robert; Anderson, Lisbeth; Tindal, Gerald – Journal of Special Education, 2002
An 11-item math concept curriculum-based measure (CBM) was administered to 171 eighth grade students. Scores were correlated with scores from a computer adaptive test designed in conjunction with the state to approximate the official statewide mathematics achievement tests. Correlations for general education students and students with learning…
Descriptors: Curriculum Based Assessment, Educational Assessment, Evaluation Methods, Learning Disabilities
Peer reviewedMeltzer, Lynn; Reid, D. Kim – Journal of Special Education, 1994
This paper describes the influence of constructivism on assessment practices used with special needs students. Features of assessment that incorporate a constructivist philosophy include those holistic, dynamic, and multidimensional in scope; complex interactions among development and the curriculum; metacognitive processes and strategic learning;…
Descriptors: Constructivism (Learning), Curriculum Based Assessment, Educational Philosophy, Elementary Secondary Education
Peer reviewedEspin, Christine; Shin, Jongho; Deno, Stanley L.; Skare, Stacy; Robinson, Steven; Benner, Barb – Journal of Special Education, 2000
A study examined the reliability and validity of curriculum-based measurement indicators in written expression for 112 middle school students. The most reliable and valid predictor of student writing proficiency as measured by both teacher ratings and a district writing test was correct minus incorrect word sequences. (Contains references.)…
Descriptors: Curriculum Based Assessment, Evaluation Methods, Middle School Students, Middle Schools
Peer reviewedShin, Jongho; Deno, Stanley L.; Espin, Christine – Journal of Special Education, 2000
A study examined the technical adequacy of curriculum-based measurement for assessing growth in 43 second-graders whose reading performance was measured monthly over the school year with the maze task. Results showed that the maze task had good alternate-form reliability, sensitively reflected improvement of student performance, and revealed…
Descriptors: Curriculum Based Assessment, Elementary Education, Evaluation Methods, Grade 2
Deno, S. L. – Journal of Special Education, 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…
Descriptors: Inclusive Schools, Curriculum Based Assessment, Early Childhood Education, Disabilities
