Curriculum-based measurement (CBM) represents a critical strategy for data-based decisionmaking within educational settings. Visual analysis is frequently used to analyze CBM data; thus, CBM vendors often automatically generate graphs based on student data to facilitate analysis. Differences in graph formatting are apparent across CBM vendors, and…

School-based service providers must understand how to best measure academic skill development given its key role in improving long-term outcomes for individuals with autism spectrum disorder (ASD). Curriculum-based measurement (CBM), which has applications for foundational academic skill areas of reading, writing, and mathematics, may be one way…

Meta-analysis was used to examine curriculum-based measurement in the content areas of social studies and science. Nineteen studies between the years of 1998 and 2020 were reviewed to determine overall mean correlation for criterion validity and examine alternate-form reliability and slope coefficients. An overall mean correlation of 0.59 was…

Data-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One…

Approximately five million students in US public schools have a home language other than English and are actively learning English (National Center for Education Statistics, 2020), indicating that a large number of students could be considered emergent bilingual (EB). Although measuring student skills in English may be informative, it does not…

The purpose of this study was to examine the amount of attention devoted to data-based decision-making in Curriculum-Based Measurement (CBM) professional development materials. Sixty-nine CBM instructional sources were reviewed, including 45 presentations, 22 manuals, and two books. The content of the presentations and manuals/books was coded into…

The study examines the validity of four commonly used early numeracy curriculum-based measurement (EN-CBM) tools in relation to math criterion measures. Additionally, the investigation examines the reporting quality of the included studies as related to important features of assessing CBM's technical adequacy. For inclusion in the meta-analysis,…

This systematic review aims to identify the dimensions operationalized in different instruments that assess the developmental domains in Early Childhood Education through play. Research between 2015 and 2021 that dealt with quantitative developmental assessment instruments from 2 to 7 years of age were included. Instruments without psychometric…

This review systematically identified and compared the technical adequacy (reliability and validity evidence) of reading curriculum-based measurement (CBM) tasks administered to students who are deaf and hard of hearing (DHH). This review included all available literature written in English. The nine studies identified used four CBM tasks: signed…

Meta-syntheses have reported positive impacts of feedback for student achievement at different stages of education and have been influential in establishing feedback as an effective strategy to support student learning. However, these syntheses combine studies of a variety of different feedback approaches, combine studies where feedback is one of…

This article presents an overview of recommended practices for assessing students who are deaf/hard of hearing, visually impaired, or deafblind. These recommendations were originally derived from a systematic review of research studies, policy documents, and professional literature on assessment (1990-2013) for the Collaboration for Effective…

The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers' knowledge, skills, and self-efficacy related to curriculum-based measurement (CBM) and data-based decision-making (DBDM). To be eligible for this review, studies had to: (1) be published…

This literature review provides school psychologists with an understanding of the important issues related to the gender gap in mathematics achievement. The extant literature suggests that girls tend to receive lower scores than boys on standardized math tests, but in general these differences tend to be small. However, girls have better classroom…

Purpose: The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. Method: The article begins with a discussion of the discourse of mathematics and the role of the…

We used meta-analysis to examine the criterion validity of four scoring procedures used in curriculum-based measurement of written language. A total of 22 articles representing 21 studies (N = 21) met the inclusion criteria. Results indicated that two scoring procedures, correct word sequences and correct minus incorrect sequences, have acceptable…