Despite widespread efforts to prevent reading problems and an abundance of research about best practices in remediating reading skills deficits, reading continues to be exceptionally difficult for many students. Researchers have become interested in investigating the degree to which affective factors such as reading attitude relates to reading…

In this article, the authors describe the use of curriculum-based measurement (CBM) reading measures within a response-to-intervention (RTI) framework. They examine the characteristics of the measures to illustrate their technical adequacy for use at each tier in an RTI model. Finally, they look at the use of the measures at Tier 3 (special…

We developed equivalent, alternate forms of easyCBM[R] in reading (n=20 forms) and mathematics (n=13 forms) with different skills reflective of the National Reading Panel (NRP) and the National Council of Teachers of Mathematics (NCTM), respectively. We then took three forms to use as screening measures in the fall, winter, and spring so educators…

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…

Illustrates how curriculum-based measurement (CBM) can be used to establish academic growth standards for students with learning disabilities in the area of reading. An introduction to CBM and to the basic concepts underlying the use of CBM in establishing growth standards is provided. Issues and conclusions about appropriate methods for…

Mathematics curriculum-based measurement (M-CBM) is one tool that has been developed for formative evaluation in mathematics. This study examines what constructs M-CBM actually measures in the context of a range of other mathematics measures. Results indicated that a two-factor model of mathematics where Computation and Applications were distinct…

This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency. At-risk children (n = 151) were assessed (a) on criterion reading measures in the fall and spring of first grade and (b) on the 2 CBM measures each week for 7 weeks and twice weekly for an…

The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge…

This study extended the work on curriculum-based measurement to examine the criterion-related validity of curriculum-based measures in written expression for middle school students, the differences in validity coefficients for various lengths of text, and the sensitivity of curriculum-based measures to change in student performance.…

Curriculum-based measurement (CBM) has evolved as a reliable and valid method for measuring and monitoring student performance in basic academic skills. While the efficacy of CBM for assessing reading skills is not in question, issues remain regarding whether or not a difference exists between CBM probes derived directly from the instructional…

The most salient difficulty in assessing English language learner (ELL) students who exhibit academic difficulties is identifying whether the problem is one of English proficiency or of a learning disability. In many cases, the symptoms are shared and difficult to disentangle, but obtaining a comprehensive picture of the child is vital for…

Capstone courses have been increasingly offered in Taiwan. This paper explored their assessment approaches and issues. Authentic assessment and project competition were found widely adopted and the following two issues were identified: (1) The assessment rubrics employed should be enriched and improved; and (2) Assessment fairness on the extent…

In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston's 1989 review. They focus on the technical adequacy of CBM related to measures, materials, and representation of growth. The authors conclude by discussing issues to be addressed in future research, and they raise…

The focus of this article is recent CBM work that incorporates diagnostic reading assessment. The goal is to help general and special educators tailor more effective reading instruction for developing readers. The development process for this CBM diagnostic reading assessment is described; the resulting assessment is presented; and preliminary…

This book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments. Prominent experts illuminate the nature of writing difficulties and offer practical suggestions for building students' skills at the word,…