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Annotated Bibliography of Selected Curriculum-Based Measurement Articles
Formative Evaluation of Academic Progress
Determining Adequate Yearly Progress From Kindergarten through Grade 6 with Curriculum-Based Measurement
Developments in Curriculum-Based Measurement
How Progress Monitoring Assists Decision Making in a Response to Instruction Framework
Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement
Progress Monitoring in an Inclusive Standards-Based Assessment and Accountability System
What Is Scientifically Based Research on Progress Monitoring?
Curriculum-Based Measurement Resources for Secondary-School Level
Annotated Bibliography of Selected Curriculum-Based Measurement Articles
This annotated bibliography provides you with sources to find research that supports the use of Curriculum-Based Measurement (CBM). Among other things, the research cited here supports the use of CBM to enhance instructional decision making, to identify students who are at risk of not meeting end of year goals, and to help students become more aware of their own academic performance.
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Formative Evaluation of Academic Progress
Lynn S. Fuchs and Douglas Fuchs
Vanderbilt University
This study examined students’ weekly rates of academic growth when Curriculum-Based Measurement (CBM) was conducted repeatedly for 1 year. Findings are discussed in terms of how to use normative slope data to establish appropriate goals for student outcomes. Implications that are also discussed include: (a) how such norms can be developed for other ongoing assessment systems, (b) developing a technology for the measurement of student change, and (c) developmental theories of academic growth.
Fuchs, Lynn S., Fuchs, Douglas, School Psychology Review, 02796015, 1993, Vol. 22, Issue 1. Copyright 1993 by the National Association of School Psychologists. Reproduced with permission of the publisher.
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Determining Adequate Yearly Progress from Kindergarten through Grade 6 with Curriculum-Based Measurement
Adapted by Kellie Kim-Sung
National Center on Student Progress Monitoring
Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students’ progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more appropriate instruction and more informed instructional decisions and higher expectations for students by teachers. Overall, the use of progress monitoring results in more efficient and appropriately targeted instructional techniques and goals, which, together, move all students to faster attainment of important state standards for their achievement.
Adapted by Kellie Kim-Sung from Fuchs, L.S., Fuchs, D.. Determining Annual Yearly Progress from Kindergarten through Grade 6 with Curriculum-Based Measurement. In press. Assessment for Effective Intervention.
