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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, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MNSO for personal use.date: 15 June 2021

Expanding the Use of Curriculum-Based Measurement

Expanding the Use of Curriculum-Based Measurement

A Look at Nicaragua

Chapter:
(p.321) 28 Expanding the Use of Curriculum-Based Measurement
Source:
A Measure of Success
Author(s):

Sylvia Linan-Thompson

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0029

This chapter discusses assessment practices in developing countries; the United Nations Educational, Scientific, and Cultural Organization (UNESCO) initiative that propelled a shift in the use of assessment; the development process of the Early Grade Reading Assessment (EGRA); and the implementation of EGRA in Nicaragua. The chapter also briefly considers the challenges in using CBM in developing countries, such as lack of funding and the insufficient capacity for developing parallel forms and validating.

Keywords:   Curriculum-Based Measurement, CBM, developing countries, UNESCO, Early Grade Reading Assessment, Nicaragua, assessment

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