Pp ch08
- 1. Chapter 8 Curriculum-Based Approaches to Measuring Student Progress
- 2. Introduction • Scores from many assessment tools that are commonly used by teachers can be influenced by things other than a student’s actual skill and knowledge, such as – Parent assistance (e.g., homework) – Assistance from other students (e.g., homework, group projects) – Chance (multiple-choice tests)
- 3. Characteristics of CBM • Direct measurement of student skills • Random selection of grade level materials in which the student will be instructed across the year • Common standardized, timed procedures • Common, pre-set objective scoring procedures
- 4. Types of Curriculum-Based Measurement Tools • General Outcome Measures • Skill-Based Measures • Subskill Mastery Measures
- 5. Goal-Setting with CBM • Benchmarks – Pre-set levels of performance that students are expected to meet in order to be on-track for developing • Norms – Levels of performance that represent performance in comparison to peers – Typically, students below the 25th percentile are expected to need additional assistance – Local Norms vs. Non-Local Norms
- 6. Additional CBM Concepts • Long and Short Term Goals • High and Realistic Goals • Decision-Making Pitfalls to Avoid
- 7. Common CBM Tools • Letter Sound Fluency • Phoneme Segmentation Fluency • Nonsense Word Fluency • Oral Reading Fluency • Retell • MAZE • Computation • Math Fact Probes • Story Starters • Spelling
- 8. Deciding on a CBM Package • Developing your own vs. off-the-shelf packages • Diagnostic approaches that often use CBM – Curriculum-based Evaluation (CBM) – Curriculum-based Assessment (CBA)