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Curriculum-Based Measurement for Student Assessment

Curriculum-Based Measurement for Student Assessment. Michelle Baker Sherry Caron Jill Ward. Brief History of CBM. First developed by Stan Deno in the late 1970’s Purpose initially established for students with learning disabilities

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Curriculum-Based Measurement for Student Assessment

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  1. Curriculum-Based Measurement for Student Assessment Michelle Baker Sherry Caron Jill Ward

  2. Brief History of CBM • First developed by Stan Deno in the late 1970’s • Purpose initially established for students with learning disabilities • Field tested in 1985 as a reliable tool for utilizing with all learners

  3. Using CBM in the Classroom • Evaluate: select a target learning goal, use timed, repeated probes to assess mastery of learning goal, chart progress over specified time frame • Measure: basic skills in reading, math, spelling, written expression, and readiness skills • Monitor: student progress and intervene as necessary indicated by hard data presented in graphs

  4. Curriculum-Based Measures Correlate to General Outcome Measures • General Outcome Measures (GOMs) parallel formative assessment to: informteaching ensure accountability • Using CBMs adds systematic formative assessment to current practices for teachers, students, parents, and administrators Adapted from www.aimsweb.com

  5. CBM Advantages • Direct Measurement • Target Learning Goals • Teacher Friendly • Minimal time to implement • Visual Interpretation of hard data • Respective to the learner • Frequent progress monitoring • Research based

  6. Research Findings

  7. 42 one-minute CBM type assessments in reading, math, and written expression for grades K-5 were found to have reliability coefficients between .90-.99 with just three, one minute administrations (Jenkins, 2002) 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 Tidal, 1983) Reliability and Validity Adapted from www.aimsweb.com

  8. Examples of CBMs

  9. Statewide Norms Statewide Norms are segmented into three categories: Fall, Winter, and Spring. These charts represent Fall and Spring Norms for Kindergarteners.

  10. Third grade Fall and Spring Norms.

  11. Fifth grade Fall and Winter Norms.

  12. Authentic Student Sample of Progress Monitoring

  13. Reviewing What We Learned: Focus on a Clearly Defined Learning Target Research Based Visual Interpretation of Data Teachers and Students can Partner in Spirit of Assessment through Charting Progress Time Efficient Informative Decision Making Process about Interventions, Progress, and New Goals

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