Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research

This review examines the efficacy of curriculum‐based measurement (CBM) as an assessment methodology for enhancing student achievement. We describe experimental‐contrast studies in reading and mathematics in which teachers used CBM to monitor student progress and to make instructional decisions. Ove...

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Bibliographic Details
Published in:Psychology in the schools 2005-11, Vol.42 (8), p.795-819
Main Authors: Stecker, Pamela M., Fuchs, Lynn S., Fuchs, Douglas
Format: Article
Language:English
Subjects:
Academic Achievement
Curriculum Based Assessment
Disabilities
Evaluation Methods
Feedback
General Education
Learning Strategies
Peer Groups
Skill Analysis
Teaching Methods
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Summary:This review examines the efficacy of curriculum‐based measurement (CBM) as an assessment methodology for enhancing student achievement. We describe experimental‐contrast studies in reading and mathematics in which teachers used CBM to monitor student progress and to make instructional decisions. Overall, teachers' use of CBM produced significant gains in student achievement; however, several critical variables appeared to be associated with enhanced achievement for students with disabilities: teachers' use of systematic data‐based decision rules, skills analysis feedback, and instructional recommendations for making program modifications. In general education, positive effects for CBM were associated with use of class profiles and implementation of peer‐assisted learning strategies. Implications for instructional practice and future applications of CBM are described. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 795–819, 2005.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.20113