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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

Footprints of Curriculum-Based Measurement in South Korea

Footprints of Curriculum-Based Measurement in South Korea

Past, Present, and Future

Chapter:
(p.315) 27 Footprints of Curriculum-Based Measurement in South Korea
Source:
A Measure of Success
Author(s):

Jongho Shin

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0028

This chapter looks at Curriculum-Based Measurement (CBM) research in South Korea. CBM has been used as an assessment tool not only for students with learning disabilities but also for low-achieving students in South Korea. Research on CBM has focused on the development of a progress-monitoring system for students with learning difficulties. Thus far, the CBM measures have been found to have good psychometric characteristics. With the increased use of advanced statistical techniques such as Hierarchical Linear Modeling, more systematic research can be directed toward the characteristics of the measures as growth-monitoring measures. The use of CBM is also expected to expand into the areas of educational counseling and communication disorders.

Keywords:   Curriculum-Based Measurement, CBM, Stanley Deno, South Korea, progress monitoring, growth monitoring

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