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Curriculum-Based Measurements

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.

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Curriculum-Based Measurements

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  1. Curriculum-Based Measurements The What

  2. 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

  3. 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.

  4. 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

  5. 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.

  6. 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

  7. 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?

  8. 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)

  9. 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).

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