Curriculum-Based Measurements

The What

Curriculum-Based Measurements

Curriculum-Based Measurements (CBM) Assessment tools derived from the curriculum, used in

conjunction with a problem-solving model. Possess the necessary specificity. Administered in a short period of time. Sensitive to the small increases in the student’s

academic skills. Allows for peer referencing. Used to progress monitor

Progress Monitoring Focuses on individual decision making with

respect to academic skill development. Designed to

Estimate rates of improvement Identify students who are not demonstrating adequate

progress and therefore require additional or alternative forms of instruction.

Compare the efficacy of different forms of instruction and thereby allow teachers to design more effective, individualized instructional programs for learners.

CBM - Goals & Purpose

Purpose: Assist teachers in monitoring and improving

instruction

Goal: To create a formative assessment method that

teachers can use to systematically test alternate instructional approaches

CBM: The Benefits CBM allows us to look at foundational skill

development (i.e. letter sound correspondence, phonemic awareness, etc.)

CBM helps us to design specific, tarteted interventions.

CBMs can be administered frequently and can show us even the smallest intervals of growth.

CBMs are short and quick to administer and score.

CBM assists in data based decision making.

Research Shows: CBM produces accurate, meaningful

information about students’ academic levels and their rates of improvement.

CBM is sensitive to student improvement. CBM corresponds well with high-stakes

tests When teachers use CBM to inform their

instructional decisions, students achieve better

The Science of CBM The most robust measures of academic

performance have reliability and validity.

Reliability - the extent to which the measurements of a test remain consistent over repeated tests of the same subject under identical conditions

Discriminate Validity - Doe sit appear to measure what it’s suppose to measure? Does it minimize assessment of unrelated constructs?

Reliability

CBM has been shown to possess high levels of reliability

42 one-minute CBM type assessments in reading, math, and written expression for grade K-5 were found to have reliability coefficients between .90-.99 with just three one-minute administrations (Jenkins, 2002)

Validity Because CBMs measure very specific skills, it

demonstrates a high level of validity. 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 Tindal, 1983; Marston and Deno, 1982; Shinn and Marston, 1985; and Shinn Tindal, Spira, and Marston, 1987).