Curriculum-Based Measurement (CBM) is a progress-monitoring system designed to be used by educators to screen performance, to monitor growth, and to evaluate the effectiveness of interventions on... Show moreCurriculum-Based Measurement (CBM) is a progress-monitoring system designed to be used by educators to screen performance, to monitor growth, and to evaluate the effectiveness of interventions on the growth of students with learning difficulties. Implementation of CBM for monitoring growth and evaluating instruction involves frequent measurement of student performance. Scores from the measures are placed on graphs that depict growth over time and provide information to educators about how effective instruction has been. The research focuses on CBM at the secondary-school level in reading and foreign-language learning. Chapter 3 focuses on the development of CBM measures in foreign-language learning. The technical adequacy from scores on two CBM measures are examined: maze selection and word translation. In Chapters 4 and 5, our attention turns to reading, specifically, to using CBM to monitor growth in reading for secondary-school students. In Chapter 4, alternate-form reliability, sensitivity, and validity of the scores as indicators of reading performance level and growth are examined. Both linear and nonlinear growth trajectories are considered. In Chapter 5, the stability of slopes generated from CBM maze scores, and factors related to the stability, are examined. The factors examined include duration, data collection schedule, and variation in maze scores. Show less
