A Measure of Success: The Influence of Curriculum-Based Measurement on Education
Christine A. Espin, Kristen L. McMaster, Susan Rose, and Miya Miura Wayman
Abstract
Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. This book provides a solid picture of the past, present, and possible future of CBM progress monitoring. This book presents a ... More
Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. This book provides a solid picture of the past, present, and possible future of CBM progress monitoring. This book presents a nuanced examination of CBM progress monitoring in reading, math, and content-area learning to assess students at all levels, from early childhood to secondary school, and with a wide range of abilities, from high- and low-incidence disabilities to no disabilities. This study also evaluates how the approach has affected instructional practices, teacher training, psychology and school psychology, educational policy, and research in the United States and beyond.
Keywords:
Curriculum-Based Measurement,
CBM,
disabilities,
data-based decision making,
CBM progress monitoring,
special education,
general education,
Response to Intervention,
RTI
Bibliographic Information
Print publication date: 2012 |
Print ISBN-13: 9780816679706 |
Published to Minnesota Scholarship Online: August 2015 |
DOI:10.5749/minnesota/9780816679706.001.0001 |
Authors
Affiliations are at time of print publication.
Christine A. Espin, editor
Kristen L. McMaster, editor
Susan Rose, editor
Miya Miura Wayman, editor
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