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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

When the “Emerging Alternative” Becomes the Standard

When the “Emerging Alternative” Becomes the Standard

(p.49) 4 When the “Emerging Alternative” Becomes the Standard
A Measure of Success

John L. Hosp

Michelle K. Hosp

University of Minnesota Press

In the past, the collection and interpretation of academic assessment data meant relying on school psychologists, speech language pathologists, or other specialists with degrees and licenses to administer and interpret high-stakes tests. Despite the merits of having trained specialists administer and interpret such assessments, it also leaves teachers and parents, who typically work most closely with students, in a passive role. While public education has strived to build collaborative relationships by including teachers, parents, and students in planning and providing education, a gap between assessment and instruction remains. This chapter describes how Curriculum-Based Measurement (CBM) has bridged the gap between assessment and instruction, and opened a whole new realm of data-based decision making. Two main avenues of bridging the gap are demystifying the use of assessment data and facilitating collaboration and consensus building among educators, parents, and teachers.

Keywords:   Curriculum-Based Measurement, CBM, assessment, instruction, data-based decision making, collaboration

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