Curriculum Based Assessment Examples: Guide

Curriculum-Based Measurement (CBM), a frequent practice in special education, informs educators on student progress. A practical application of CBM involves using tools like AIMSweb to monitor reading fluency and comprehension. The University of Minnesota's contributions, particularly from researchers at the National Center on Intensive Intervention, have significantly advanced the field. The need for curriculum based assessment examples arises when teachers require resources for creating effective progress monitoring strategies, and this guide provides useful insights into these real-world applications and methodologies.

Unveiling Curriculum-Based Measurement: A Cornerstone of Effective Pedagogy

Curriculum-Based Measurement (CBM) stands as a pivotal framework within contemporary education, offering a robust methodology for objectively gauging student performance through frequent, brief assessments.

Unlike standardized tests that often assess broad, general knowledge, CBM centers on evaluating specific skills directly taught within the curriculum.

This direct alignment ensures that assessments are sensitive to the instruction students receive, offering valuable insights into the effectiveness of teaching practices.

At its core, CBM places a significant emphasis on fluency and accuracy, moving beyond simple correctness to measure the speed and automaticity with which students apply their knowledge.

The Genesis and Evolution of CBM

The roots of CBM can be traced back to the special education reform movements of the 1970s, driven by a need for more accountable and data-driven approaches to instruction.

This movement arose in response to concerns about the limited progress of students with learning disabilities under traditional assessment methods.

Early pioneers recognized the potential of frequent, curriculum-aligned assessments to provide teachers with timely feedback and facilitate data-based decision-making.

Key Figures in Shaping the CBM Landscape

Several prominent researchers have played instrumental roles in shaping the development and refinement of CBM, each contributing unique perspectives and innovations to the field.

Stanley Deno

Stanley Deno is widely regarded as one of the founding fathers of CBM. His work at the University of Minnesota laid the groundwork for the development of standardized CBM procedures and the use of data for instructional improvement. Deno's emphasis on measuring student progress over time revolutionized the way educators approached assessment.

Lynn and Doug Fuchs

Lynn and Doug Fuchs, a husband-and-wife team, have made significant contributions to the application of CBM in reading and mathematics. Their research has focused on developing reliable and valid CBM measures, as well as exploring the use of CBM data to inform intervention strategies. They also emphasized the importance of using CBM data to individualize instruction and address the specific needs of struggling learners.

Mark Shinn

Mark Shinn’s work centered on the practical application of CBM in schools. He developed and promoted user-friendly CBM tools and procedures, making CBM accessible and feasible for classroom teachers. Shinn’s focus on practicality helped bridge the gap between research and practice, leading to widespread adoption of CBM in educational settings.

Core Components of CBM: Probes, Skills, and Data

Central to the effective implementation of Curriculum-Based Measurement is a trio of core components: carefully designed probes, precise measurement of key skills, and rigorous data collection and analysis. These elements work in concert to provide educators with actionable insights into student learning and progress. Let's examine each component in detail.

Assessment Tools: Probes

CBM relies on standardized, short-duration assessments, known as probes, to efficiently gauge student performance. These probes are designed to be quick to administer and score, allowing for frequent monitoring without significantly disrupting instructional time. Their purpose is to provide a snapshot of a student's skills in a specific area of the curriculum.

Probes are curriculum-based, which means that they directly assess the skills and knowledge being taught in the classroom.

Some common examples of probes include:

• Reading Fluency Passages: Students read aloud for one minute from a grade-level passage. The score is the number of words read correctly per minute (WCPM). This measures reading fluency and accuracy.

• Math Calculation Problems: Students complete a set of math problems (e.g., addition, subtraction, multiplication, division) within a set time limit. The score is the number of correct answers.

• Spelling Tests: Students write dictated words within a time limit. The score is the number of correctly spelled words.

The selection of an appropriate probe depends on the specific skill being assessed and the student's grade level.

Skill Measurement: Fluency and Accuracy

CBM focuses on measuring two key aspects of student performance: fluency and accuracy.

• Fluency refers to the rate at which a student can correctly perform a skill. It is typically measured as the number of correct responses per unit of time (e.g., words correct per minute in reading, digits correct per minute in math). Fluency is important because it reflects a student's automaticity and efficiency in performing the skill.

  As fluency increases, students are able to perform the skill with less cognitive effort, freeing up mental resources for more complex tasks. Fluency is a strong indicator of mastery.

• Accuracy refers to the proportion of correct responses. It measures the extent to which a student is able to perform the skill correctly, regardless of speed. Accuracy is essential because it reflects a student's understanding of the underlying concepts and procedures.

  While fluency is important, it is meaningless without accuracy. A student who reads quickly but makes many errors is not demonstrating true proficiency.

  Both fluency and accuracy are important, but they provide different information about a student's skills. Fluency reflects automaticity and efficiency, while accuracy reflects understanding and precision.

Data Collection and Analysis

Systematic data collection and analysis are crucial for the effective use of CBM.

It begins with standardized procedures for administering and scoring probes. These procedures ensure that the data is reliable and valid, and that it can be compared across different students and time points. Strict adherence to standardized protocols is essential for accurate data interpretation.

Once the data has been collected, it is typically graphed to visualize student performance over time.

• Graphing provides a clear picture of a student's progress and allows educators to identify trends and patterns.

• By examining the graph, educators can determine whether a student is making adequate progress toward their goals, or whether an intervention is needed.

• Data analysis involves interpreting the data to inform instructional decisions. This may involve calculating the student's rate of improvement, comparing their performance to benchmarks, or identifying specific areas of weakness.

Applications of CBM in Educational Settings: A Versatile Assessment Tool

Having established the fundamental components of CBM, it's crucial to explore its diverse applications within the educational landscape. CBM's versatility shines through its utility in progress monitoring, formative assessment, and its integral role in frameworks like Response to Intervention (RTI) and Data-Based Individualization (DBI). Understanding these applications is key to harnessing CBM's potential for improved student outcomes.

Progress Monitoring: Charting the Course of Learning

Progress monitoring is a cornerstone of effective instruction, and CBM provides a robust framework for tracking student growth over time. By administering frequent, brief assessments, educators can gain a clear picture of a student's learning trajectory.

This data-driven approach allows for timely adjustments to instruction, ensuring that students remain on track toward mastery.

Imagine a graph plotting a student's oral reading fluency scores over a semester. The visual representation of progress (or lack thereof) provides immediate feedback to the teacher.

Goal Setting and Data-Driven Adjustments

The power of progress monitoring is amplified when coupled with goal setting. Educators can establish ambitious yet attainable goals for students based on their initial performance levels.

Regular CBM assessments then serve as checkpoints, indicating whether students are on course to meet those goals.

If a student's progress falls below the expected rate, the data signals the need for instructional modifications. This might involve changes to the intensity or focus of interventions or even a re-evaluation of the initial goal.

Formative Assessment: Informing Instructional Decisions

CBM extends beyond simple progress tracking; it serves as a powerful formative assessment tool. Formative assessment is an ongoing process, where learning is monitored, and instruction is adapted based on collected data.

By integrating CBM into routine classroom practice, teachers can make informed decisions about their instructional strategies.

This integration often takes the form of regular data meetings, where teachers collaboratively analyze student CBM data and brainstorm potential instructional adjustments.

Examples of Instructional Adjustments

The data gleaned from CBM can inform a wide range of instructional adjustments.

For example, if a student consistently struggles with math calculation problems, the teacher might provide additional practice opportunities focused on specific problem types.

In reading, consistently low scores in oral reading fluency may suggest a need for targeted interventions in phonics or sight word recognition.

The key is to use the CBM data to identify areas of weakness and tailor instruction to address those specific needs.

Response to Intervention (RTI) Framework: Identifying and Supporting At-Risk Students

CBM plays a vital role in Response to Intervention (RTI), a multi-tiered framework designed to provide targeted support to struggling learners.

In the RTI model, CBM is often used for universal screening to identify students who are at risk for academic failure.

Students performing below established cut-off scores are flagged for additional support and intervention.

Monitoring Intervention Effectiveness

CBM is also crucial for monitoring the effectiveness of interventions within the RTI framework. Students receiving targeted support are regularly assessed using CBM to track their progress.

If a student fails to respond to an intervention at one tier, the data may indicate the need for more intensive support at a higher tier.

This data-driven decision-making process ensures that students receive the appropriate level of support based on their individual needs.

Data-Based Individualization (DBI): Tailoring Instruction for Intensive Intervention

Data-Based Individualization (DBI) represents the most intensive level of support within an RTI framework. Here, CBM is essential for making highly individualized instructional changes.

DBI utilizes continuous progress monitoring with CBM to closely examine a student's response to specific interventions.

Based on this granular data, educators make very specific adjustments to the intervention, targeting the student's unique learning needs.

This iterative process ensures that the intervention is precisely tailored to maximize the student's potential for growth.

Universal Screening: Proactive Identification of Learning Needs

Universal screening with CBM involves administering brief assessments to all students in a class or school. The purpose is to proactively identify students who may be at risk for academic difficulties.

Benchmark scores derived from CBM data are used to identify students who are performing below expectations. These students can then receive targeted interventions before their struggles become more pronounced.

Universal screening allows educators to address learning needs early, preventing potential academic problems from escalating.

Diagnostic Insights: Uncovering Areas of Weakness

While CBM is not a comprehensive diagnostic tool, it can provide valuable diagnostic insights into a student's areas of academic weakness.

By analyzing CBM data, educators can identify potential skill deficits that may warrant further investigation.

For example, a student with consistently low scores in reading fluency may need further assessment to determine if they have underlying difficulties with phonological awareness or decoding skills.

These insights can inform more in-depth diagnostic assessments, leading to a more precise understanding of a student's learning needs and the development of targeted interventions.

CBM in Different Academic Domains: Tailoring Assessments to Specific Subjects

Having established the fundamental components of CBM, it's crucial to explore its diverse applications within the educational landscape. CBM's versatility shines through its utility in progress monitoring, formative assessment, and its integral role in frameworks like Response to Intervention (RTI). This section will delve into the specific ways CBM is adapted and applied across various academic domains, offering educators a practical understanding of how to effectively tailor assessments to meet the unique demands of each subject.

Reading

CBM in reading goes beyond simply assessing whether a student can read. It focuses on the fluency and accuracy with which they read, alongside measures of comprehension and foundational phonological awareness skills. This comprehensive approach provides educators with a holistic view of a student's reading abilities.

Oral Reading Fluency (ORF) Passages

The cornerstone of reading CBM is often the use of oral reading fluency (ORF) passages.

These are standardized, grade-level texts that students read aloud for one minute.

The examiner records the number of words read correctly (WRC), a metric that serves as a sensitive indicator of overall reading proficiency. Higher WRC scores generally indicate better reading fluency.

Scoring Oral Reading Fluency

Scoring ORF involves counting the total words read, subtracting any errors (mispronunciations, omissions, substitutions, hesitations lasting longer than 3 seconds, and words out of sequence), and calculating the WRC.

Some assessments also consider words read incorrectly (WIC) as a separate metric.

The WRC score, often plotted on a graph over time, reveals a student's progress and responsiveness to intervention. This metric can also be used to flag students for reading disabilities.

Mathematics

Mathematics CBM evaluates a student's proficiency in essential mathematical skills, including calculation, problem-solving, and number sense. Unlike traditional math tests, CBM in math often emphasizes automaticity and efficiency.

Probes for Math Fact Fluency and Computation Skills

Math CBM probes typically involve brief, timed assessments focusing on specific skills.

These might include worksheets with a series of arithmetic problems to solve within a set time limit.

Alternatively, story problems may be used to assess comprehension and problem-solving capabilities.

Examples of Math CBM Tasks

Math fact fluency probes often consist of simple addition, subtraction, multiplication, or division problems. Computation skills are assessed using problems involving multi-digit operations, fractions, or decimals. Number sense may be measured through tasks that require students to identify the larger or smaller number, or to estimate quantities. The goal is to quickly and efficiently gauge a student's mastery of key mathematical concepts.

Writing

CBM in writing assesses a student's ability to express ideas clearly and effectively in written form. It evaluates various aspects of writing, including fluency, grammar, and composition skills.

Probes for Writing Assessment

Common writing probes include story starters, where students are given a brief prompt and asked to write a story for a set period (often 3 minutes), and sentence completion tasks, where students fill in blanks to create grammatically correct and meaningful sentences. These probes aim to elicit a sample of a student’s writing ability under timed conditions.

Scoring Metrics for Writing CBM

Scoring metrics for writing CBM often include Total Words Written (TWW), a measure of writing fluency; Correct Word Sequences (CWS), which evaluates grammatical accuracy and coherence; and Words Spelled Correctly (WSC). These metrics provide a detailed picture of a student’s writing strengths and weaknesses, informing instructional decisions.

Spelling

Spelling CBM focuses on assessing a student's spelling accuracy and fluency, critical components of effective written communication.

Probes Using Dictated Words

A typical spelling CBM probe involves dictating a list of words to students, who then write them down. The number of correctly spelled words is counted, providing a measure of spelling proficiency. The selection of words will reflect the grade-level of the student being assessed.

The data from these probes informs targeted instruction and interventions to improve spelling skills.

Tools and Resources for Implementing CBM: A Practical Guide to Available Solutions

Having explored the diverse applications of CBM, it's time to examine the practical tools available to facilitate its implementation. Numerous commercial platforms offer comprehensive solutions for administering, scoring, and analyzing CBM data. These tools streamline the process, making CBM more accessible and efficient for educators.

Navigating the CBM Software Landscape

Selecting the right CBM tool can be daunting, given the array of options. It's crucial to consider factors like cost, ease of use, reporting capabilities, and alignment with specific curriculum needs. The following platforms represent some of the most popular and well-regarded solutions in the market.

Spotlight on Leading CBM Platforms

AIMSweb

AIMSweb is a comprehensive assessment system that supports universal screening, progress monitoring, and data-driven decision-making. It offers a wide range of CBM measures across reading, math, and writing.

Key features include automated scoring, detailed reports, and norm-referenced data. AIMSweb is often used to identify students at risk and to monitor the effectiveness of interventions. It is a popular choice in both general and special education settings.

DIBELS (Dynamic Indicators of Basic Early Literacy Skills)

DIBELS is specifically designed to assess early literacy skills. It is a widely used, standardized set of measures that focus on phonological awareness, phonics, reading fluency, and reading comprehension.

DIBELS is particularly valuable for identifying students who may need additional support in reading and for tracking their progress over time. The DIBELS data is very useful in guiding early literacy instruction and intervention.

easyCBM

easyCBM is a free, online CBM tool developed by researchers at the University of Oregon. It offers a range of measures for reading and math, suitable for students in grades K-8.

easyCBM is a cost-effective option for schools and districts looking to implement CBM without significant financial investment. While it may lack some of the advanced features of commercial platforms, it provides a solid foundation for progress monitoring and instructional decision-making.

FastBridge Learning

FastBridge Learning is a comprehensive assessment system that includes CBM measures along with other screening and diagnostic tools. It offers adaptive testing and individualized learning recommendations.

FastBridge Learning is designed to provide a holistic view of student performance and to support personalized learning experiences. It is often used to inform both Tier 1 instruction and more intensive interventions.

Comparative Analysis: Features, Pros, Cons, and Costs

To facilitate informed decision-making, a comparative overview of these platforms is essential. The following table summarizes the key features, benefits, drawbacks, and cost considerations associated with each tool.

Note: Costs are approximate and may vary depending on specific needs and contract terms.

The choice of CBM tool depends on a variety of factors, including budget, curriculum alignment, and the specific needs of the students being served. Careful consideration of these factors will ensure that the chosen tool effectively supports progress monitoring, instructional decision-making, and ultimately, student success. By leveraging the power of these tools, educators can unlock the full potential of CBM and create a more data-driven and effective learning environment.

Legal and Policy Context: CBM's Role in Educational Mandates

Having explored the diverse applications of CBM, it's crucial to understand the legal and policy frameworks that underpin its use in education. Curriculum-Based Measurement (CBM) is not merely a recommended practice; its application is often directly tied to federal mandates like the Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA).

These legislative acts emphasize data-driven decision-making and evidence-based practices, positioning CBM as a critical tool for educators striving for compliance and improved student outcomes.

IDEA and CBM: Ensuring Progress for Students with Disabilities

The Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities receive a free and appropriate public education (FAPE) designed to meet their unique needs and prepare them for further education, employment, and independent living.

A cornerstone of IDEA is the requirement for ongoing progress monitoring to ensure that students are benefiting from their individualized education programs (IEPs). CBM offers a robust and systematic approach to fulfill this mandate.

Data-Based Decision-Making Under IDEA

IDEA emphasizes data-based decision-making, requiring educators to regularly collect and analyze data to inform instructional adjustments and interventions.

CBM's frequent and brief assessments provide a continuous stream of data that enables educators to make informed decisions about student progress.

This data is invaluable for determining whether a student is making adequate progress toward their IEP goals, and for making necessary modifications to their educational plan.

CBM as a Tool for Meeting IDEA Requirements

Specifically, CBM is instrumental in several key areas mandated by IDEA:

• Identification of Students at Risk: CBM can be used as a universal screening tool to identify students who may be struggling and require further evaluation for potential disabilities.

• IEP Goal Setting: CBM data can inform the development of realistic and measurable IEP goals by providing a baseline of student performance and tracking progress toward those goals.

• Progress Monitoring: Regular CBM assessments provide ongoing data to monitor student progress toward their IEP goals, allowing for timely instructional adjustments.

• Evaluation of Intervention Effectiveness: CBM data can be used to evaluate the effectiveness of interventions and determine whether modifications are needed to better meet the student's needs.

For example, using oral reading fluency (ORF) probes can provide quantifiable data on a student’s reading progress, directly addressing IEP goals related to reading comprehension and fluency. Similarly, math computation probes can track progress in mathematical skills.

These tangible, quantifiable metrics are essential for demonstrating compliance with IDEA’s progress monitoring requirements.

ESSA and CBM: Promoting Evidence-Based Practices

The Every Student Succeeds Act (ESSA) replaced No Child Left Behind and emphasizes evidence-based practices to improve student outcomes. ESSA encourages states and districts to adopt interventions and strategies that have been proven effective through rigorous research.

Evidence-Based Practices Under ESSA

ESSA prioritizes interventions that are supported by strong, moderate, or promising evidence, as defined by the law.

CBM aligns perfectly with this emphasis, as it is a well-researched and validated assessment approach with a substantial body of evidence supporting its effectiveness.

Using CBM to Demonstrate Intervention Effectiveness

ESSA places a strong emphasis on accountability and requires schools to demonstrate the effectiveness of their interventions.

CBM data can be used to track the impact of interventions on student performance. By comparing student progress before and after the implementation of an intervention, educators can determine whether the intervention is producing the desired results.

This data-driven approach is crucial for demonstrating compliance with ESSA and ensuring that resources are being allocated to interventions that are most likely to benefit students.

Furthermore, the systematic and standardized nature of CBM assessments allows for replication and comparison across different schools and districts, contributing to a broader understanding of effective educational practices.

By integrating CBM into their assessment systems, schools and districts can not only meet the requirements of IDEA and ESSA but also promote a culture of data-driven decision-making and continuous improvement, leading to better outcomes for all students.

Learning Outcomes: Using CBM to Measure Retention and Generalization

Having examined the legal and policy context that emphasizes CBM’s role, it's imperative to shift our focus to the direct measurement of learning outcomes. Curriculum-Based Measurement (CBM) extends beyond immediate assessment, offering valuable insights into the durability and adaptability of acquired knowledge. It provides a lens through which we can evaluate whether students truly retain what they've learned and can apply it in novel situations.

This section will explore how CBM methodologies effectively gauge retention and generalization, two critical components of lasting educational success. We will examine practical approaches for incorporating CBM in ways that move beyond the immediate assessment of acquired skills.

Measuring Retention with CBM

Retention, in the context of education, refers to the ability of students to maintain knowledge and skills over time.

It's not merely about immediate recall but about the enduring impact of instruction. CBM plays a crucial role in assessing retention by employing repeated measurements at spaced intervals following the initial instruction.

Strategies for Assessing Retention

To effectively measure retention, CBM should be administered at various points after the completion of a unit or instructional period.

This can involve:

• Delayed Assessments: Administering CBM probes weeks or even months after the original instruction to gauge long-term retention.
• Periodic Review: Integrating CBM into regular review sessions to check for continued mastery of previously learned concepts.
• Comparative Analysis: Comparing student performance on CBM probes administered immediately after instruction with those administered at later dates. A significant decline in performance may indicate a retention deficit.

Interpreting Retention Data

The data gathered from retention-focused CBM provides valuable insights into the effectiveness of instructional strategies and the need for reinforcement activities.

For instance, if students consistently show a decline in performance over time, it may signal the need for more frequent review sessions or the use of strategies that promote deeper understanding and long-term memory.

Assessing Generalization Through CBM

Generalization refers to the ability of students to apply learned skills in different contexts or situations. It's the hallmark of true understanding, indicating that students can transfer their knowledge beyond the specific conditions in which it was initially taught. CBM can be adapted to assess generalization by modifying probes to present skills in novel or less familiar contexts.

Adapting CBM Probes for Generalization

To assess generalization effectively, CBM probes should be designed to challenge students to apply their skills in new ways.

This can involve:

• Contextual Variation: Presenting problems or tasks in different formats or scenarios than those used during instruction.
• Application-Based Tasks: Requiring students to use learned skills to solve real-world problems or complete practical tasks.
• Multidisciplinary Integration: Integrating skills from different subject areas to assess the ability to apply knowledge across domains.

Analyzing Generalization Data

The data gathered from generalization-focused CBM can reveal whether students have truly mastered a concept or skill or whether their understanding is limited to specific contexts.

If students struggle to apply their knowledge in new situations, it may indicate a need for instruction that emphasizes conceptual understanding, problem-solving skills, and the ability to transfer knowledge across contexts. This may involve changes such as more active learning. If generalization is not explicitly taught, it is unlikely to occur.

By adapting CBM to measure both retention and generalization, educators can gain a more comprehensive understanding of student learning and tailor instruction to promote lasting academic success.

So, there you have it! Hopefully, this guide has given you a clearer picture of curriculum based assessment examples and how they can be implemented to truly understand where your students are at. Remember, it's all about finding the right tools and tailoring them to your classroom's specific needs. Good luck!