Curriculum-Based Measurement Curriculum-Based Measurement for Student Assessmentfor Student Assessment

Michelle BakerMichelle BakerSherry CaronSherry Caron

Jill WardJill Ward

Brief History of CBMBrief History of CBM

• First developed by Stan Deno in the late First developed by Stan Deno in the late 1970’s1970’s

• Purpose initially established for Purpose initially established for students with learning disabilitiesstudents with learning disabilities

• Field tested in 1985 as a reliable tool for Field tested in 1985 as a reliable tool for utilizing with all learners utilizing with all learners

Using CBM in the ClassroomUsing CBM in the Classroom

• EvaluateEvaluate: select a target learning goal, use : select a target learning goal, use timed, repeated probes to assess mastery of timed, repeated probes to assess mastery of learning goal, chart progress over specified learning goal, chart progress over specified time frametime frame

• MeasureMeasure: basic skills in reading, math, : basic skills in reading, math, spelling, written expression, and readiness spelling, written expression, and readiness skillsskills

• MonitorMonitor: student progress and intervene as : student progress and intervene as necessary indicated by hard data presented necessary indicated by hard data presented in graphsin graphs

Curriculum-Based Measures Correlate to Curriculum-Based Measures Correlate to General Outcome MeasuresGeneral Outcome Measures

• General Outcome Measures (GOMs) parallel General Outcome Measures (GOMs) parallel formative assessment to:formative assessment to:

informinform teachingteaching ensure accountability ensure accountability

• Using CBMs adds systematic formative assessment Using CBMs adds systematic formative assessment to current practices for teachers, students, parents, to current practices for teachers, students, parents, and administratorsand administrators

Adapted from www.aimsweb.comAdapted from www.aimsweb.com

CBM AdvantagesCBM Advantages

• Direct MeasurementDirect Measurement• Target Learning GoalsTarget Learning Goals• Teacher Friendly Teacher Friendly • Minimal time to implementMinimal time to implement• Visual Interpretation of hard dataVisual Interpretation of hard data• Respective to the learnerRespective to the learner• Frequent progress monitoringFrequent progress monitoring• Research basedResearch based

Research FindingsResearch Findings

Improves AchievementImproves Instruction

SimpleEfficient

Easily Understood

ReliableValid

CBM

Reliability and Validity Reliability and Validity • 42 one-minute CBM 42 one-minute CBM

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

• Several studies have Several studies have demonstrated demonstrated the ability the ability of CBM to differentiate of CBM to differentiate between studentsbetween students receiving special receiving special education services, education services, students receiving students receiving Chapter 1 services, and Chapter 1 services, and students not receiving students not receiving any of those services any of those services (Deno, Marston, Shinn, (Deno, Marston, Shinn, and Tidal, 1983)and Tidal, 1983)

Adapted from www.aimsweb.com

Examples of CBMsExamples of CBMs

Statewide NormsStatewide Norms

Statewide Norms are segmented

into three categories: Fall,

Winter, and Spring. These

charts represent Fall and Spring

Norms for Kindergarteners.

Third grade Fall and Spring Norms.

Fifth grade Fall and

Winter Norms.

Authentic Student Sample of Authentic Student Sample of Progress MonitoringProgress Monitoring

Reviewing What We Learned:Reviewing What We Learned:

Research Based Visual Interpretation

of Data

Teachers and Students can Partner in Spirit of Assessment

through Charting Progress

Focus on a Clearly Defined Learning Target

Time Efficient

Informative Decision Making Process about Interventions, Progress, and New Goals