Developments in curriculum-based measurement
Developments in curriculum-based measurement
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DOI：
10.1177/00224669030370030801
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发表时间：
2003-09-01
影响因子：
2
通讯作者：
Deno, SL
中科院分区：
文献类型：
--
作者：
Deno, SL
基于课程的测量（CBM）是一种评估学生基本技能成长的方法，起源于特殊教育。大量的研究文献表明，CBM可以有效地用于收集学生表现数据，以支持广泛的教育决策。这些决定包括筛选识别，评估优先干预措施，确定补习和特殊教育项目的资格和安置，形成性评估教学，以及评估学生的重新融入和融入主流项目。除了这些CBM的基本用途之外，最近的研究还利用CBM来预测高风险评估的成功，衡量中学课程内容领域的增长，以及评估早期儿童课程的增长。在本文中，将描述CBM中的最佳实践，并确定对这些实践的经验支持。本文还提供了一些成功使用CBM来改进教育决策的实例。
Curriculum-based measurement (CBM) is an approach for assessing the growth of students in basic skills that originated uniquely in special education. A substantial research literature has developed to demonstrate that CBM can be used effectively to gather student performance data to support a wide range of educational decisions. Those decisions include screening to identify, evaluating prereferral interventions, determining eligibility for and placement in remedial and special education programs, formatively evaluating instruction, and evaluating reintegration and inclusion of students in mainstream programs. Beyond those fundamental uses of CBM, recent research has been conducted on using CBM to predict success in high-stakes assessment, to measure growth in content areas in secondary school programs, and to assess growth in early childhood programs. In this article, best practices in CBM are described and empirical support for those practices is identified. Illustrations of the successful uses of CBM to improve educational decision making are provided.