CBM
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urriculum-Based MeasurementCBM is a form of classroom assessment that teachers can use to evaluate not only their students’ progress but also the effectiveness of their current instructional methods. The remainder of this Module will focus on CBM rather than Mastery Measurement (MM) because CBM is an assessment procedure that is easily and quickly implemented and the results provide a clear, visual representation of how students are progressing academically. Additionally, unlike MM, CBM allows teachers to track student progress on all skills within a subject across the academic year.
CBM consists of the following six steps: Step 1. Create or select appropriate tests (probes) Step 2. Administer and score the probes Step 3. Graph the scores Step 4. Set goals Step 5. Make instructional decisions Step 6. Communicate progress Curriculum-based measurement is conducted on a regular basis (e.g., once a week), and all skills in the instructional curriculum are assessed by each test (or probe) across the year. Examples of Curriculum-Based Measurement Probes This is a PDF that was Field Guide to RtI Prepared by Wayne County RtI/LD Committee 2009. Student learning is monitored with measures that mark student progress toward year-end learning targets. When schools use norm-referenced tests to measure annual growth, the construct of learning is defined by the test manufacturer. Standardized, research-based curriculum measurement probes are intended to serve as global indicators of achievement. When schools use curriculum measures, the construct of learning is defined by the alignment of the classroom instruction to grade level content. |