This study examined the diagnostic accuracy associated with decision making as is typically conducted with curriculum-based measurement (CBM) approaches to progress monitoring. Using previously published estimates of the standard errors of estimate associated with CBM, 20,000 progress-monitoring data sets were simulated to model student reading…

The study presents a critical analysis of written expression curriculum-based measurement (WE-CBM) metrics derived from 3- and 10-min test lengths. Criterion validity and classification accuracy were examined for Total Words Written (TWW), Correct Writing Sequences (CWS), Percent Correct Writing Sequences (%CWS), and Correct Minus Incorrect…

This study examined the reading growth rates of 7,544 students in Grades 2-6, measured over 1 year using Reading-Curriculum-Based Measurement (R-CBM) benchmark assessments administered in the fall, winter, and spring. The authors used hierarchical linear modeling to establish and compare student rates of growth within each grade level based on…

The purpose of this study was to develop short-duration assessment measures hypothesized to be valid samples of early mathematical behavior. The Early Numeracy Skill Indicators were designed using a curriculum-based assessment approach. Participants included 64 kindergarten children from a school district in the rural Northeast. Design components…

This study examined the relation between benchmark data and rate of growth across the year for reading, math computation, and math concepts and applications curriculum-based measures, and a statewide and large-scale achievement test. Results showed that reading and math benchmarks were significantly and moderately correlated with performance on…

Examines the extent to which curriculum-based measurement (CBM) survey-level mathematics assessment varies as a function of type of survey-level assessment used and the generalizability of results. Results of a generalizability analysis suggest that for single-skill survey-level CBM math assessments, the administration of one single-skill math…

Describes and discusses the use of Curriculum-Based Measurement (CBM) for evaluating treatment efficacy. The basic methods and applications of CBM are described, followed by examples of its application in two intervention program evaluation projects. In both examples, CBM contributed significantly to monitoring student progress in response to…

General outcome measures (GOMs) provide educators with a means to evaluate student progress toward curricular objectives. Curriculum-based measurement (CBM) is one type of GOM that has a long history in the research literature with strong empirical support. With the increased emphasis on instruction linked to state standards and statewide…

Examines the use of grade versus goal level reading material on curriculum-based measurement (CBM) progress-monitoring procedures. Students were administered CBM reading passage probes from both grade and goal level material. Rate of progress was indexed in each level of materials. Results indicate that the amount of progress observed varied as a…

Examines the differential predictive bias of curriculum-based measurement (CBM) in reading across African American and Caucasian students. Results of this study suggest that CBM continues to appear to be a sensitive form of direct reading assessment in the local curriculum for both African American and Caucasian elementary-age students. (Contains…

Demonstrates the use of Generalizability (G) theory as an alternative method of validating direct behavioral measures. Reliability and validity from a classic test score theory are explored and rephrased in terms of G theory. Two studies that used oral reading fluency measures within a curriculum-based measurement approach are examined with G…

Curriculum-based assessment (CBA) measures have become a frequently used assessment tool of school psychologists to assess the academic performance functioning of students in the basic skill areas of reading, mathematics, spelling, and written expression. The purpose of this article is to provide an overview of the different approaches to CBA,…

Assesses the effects of curriculum on technical features of survey-level curriculum-based measurement (CBM) in reading. Results indicate that correlation between survey-level CBM and reading comprehension is similar regardless of material used for assessment. Also, developmental fluency rates are similar. Results support the use of CBM…

Examines the extent to which curriculum-based measurement (CBM) procedures can be implemented in a nonbasal reading curricula. Participants included 160 students from 31 second- through fifth-grade classrooms in two school districts. Discusses results in relation to CBM as an applied measurement methodology for use in both practical and research…

This study examined the effects of controlling the level of difficulty on the sensitivity of repeated curriculum-based measurement (CBM). Participants included 99 students in Grades 2 through 5 who were administered CBM reading passage probes twice weekly over an 11-week period. Two sets of CBM reading progress monitoring materials were compared:…