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A Measure of SuccessThe Influence of Curriculum-Based Measurement on Education$
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Christine A. Espin, Kristen L. McMaster, Susan Rose, and Miya Miura Wayman

Print publication date: 2012

Print ISBN-13: 9780816679706

Published to Minnesota Scholarship Online: August 2015

DOI: 10.5749/minnesota/9780816679706.001.0001

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PRINTED FROM MINNESOTA SCHOLARSHIP ONLINE (www.minnesota.universitypressscholarship.com). (c) Copyright University of Minnesota Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MNSO for personal use.date: 06 April 2020

How Curriculum-Based Measurement Progress Monitoring Contributes to the Alignment of Instruction and State-Adopted Standards and Assessments

How Curriculum-Based Measurement Progress Monitoring Contributes to the Alignment of Instruction and State-Adopted Standards and Assessments

Chapter:
(p.225) 18 How Curriculum-Based Measurement Progress Monitoring Contributes to the Alignment of Instruction and State-Adopted Standards and Assessments
Source:
A Measure of Success
Author(s):

Greg Roberts

Jeanne Wanzek

Sharon Vaughn

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0019

This chapter examines the utility of Curriculum-Based Measurement (CBM) for aligning classroom instruction with statewide standards and state-adopted tests of students’ achievement. It begins with a brief description of a utilitarian perspective on test validity and outlines the challenges and potential value of using CBM to link instruction to state- or district-level standards. The latter half of the chapter summarizes research that estimates and compares aim lines using two criteria, the Stanford Achievement Test (SAT) and the Texas Assessment of Knowledge (TAKS). The criterion measures differ in the level of performance necessary to qualify as proficient. The chapter also considers form effects of the reading passages used to measure oral reading fluency (ORF) by evaluating differences in curriculum-based prompts and their effect on the student performance trajectories necessary to predict success on the SAT and the TAKS. Finally, it discusses the instructional implications of these prediction models using CBM.

Keywords:   Curriculum-Based Measurement, CBM, classroom instruction, standardized tests, Stanford Achievement Test, SAT, Texas Assessment of Knowledge, TAKS

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