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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

Curriculum-Based Measures

Curriculum-Based Measures

Application with State Assessments

Chapter:
(p.237) 19 Curriculum-Based Measures
Source:
A Measure of Success
Author(s):

Gerald Tindal

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0020

This chapter begins by highlighting the critical features of Curriculum-Based Measurement (CBM) that make it possible to use the measures in conjunction with current large-scale assessments. It acknowledges that, under the leadership of Stanley Deno, individuals who have worked with CBM over the past four decades are ready to take the measurement system to a new level, as they interact with other measurement systems from state departments of education. This next level would involve the use of more precise scaling, presumably using some form of Item Response Theory (IRT). Finally, the chapter proposes how CBM can provide critical information to help teachers make important decisions about student participation in large-scale testing programs.

Keywords:   Curriculum-Based Measurement, CBM, large-scale assessment, Item Response Theory, teachers, educational decision making, student participation

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