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Translating Research into Practice: Preservice Teachers' Beliefs about Curriculum-based Measurement.
Peer reviewed Peer reviewed
Foegen, Anne; Espin, Christine A.; Allinder, Rose M.; Markell, Marc A. – Journal of Special Education, 2001
Forty-four preservice teachers viewed one of two videotaped presentations on curriculum-based measurement (CBM), stressing either statistical or anecdotal information to support CBM's validity and utility. Results revealed no effects for presentation format but, in general, participants' beliefs were more positive about the utility of CBM than…
Descriptors: Curriculum Based Assessment, Disabilities, Elementary Secondary Education, Postsecondary Education
The Effects of Curriculum on the Sensitivity of Curriculum-Based Measurement in Reading.
Peer reviewed Peer reviewed
Hintze, John M.; And Others – Journal of Special Education, 1994
Evaluation of literature-based and traditional basal reading series for sensitivity of repeated curriculum-based measurement with 48 third-grade students found that passage probes from the literature-based series were less sensitive to indexing growth over time than were passage probes from the traditional basal series. (Author/DB)
Descriptors: Basal Reading, Childrens Literature, Curriculum Based Assessment, Elementary Education