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Assessment for Effective Intervention
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Curriculum-Based Measurement of Mathematics Competence: From Computation to Concepts and Applications to Real-Life Problem Solving

Lynn S. Fuchs

Peabody College, Vanderbilt University

Douglas Fuchs

Peabody College, Vanderbilt University

Susan J. Courey

Peabody College, Vanderbilt University

In this article, the authors explain how curriculum-based measurement (CBM) differs from other forms of classroom-based assessment. The development of CBM is traced from computation to concepts and applications to real-life problem solving, with examples of the assessments and illustrations of research to document technical features and utility for instructional decision making.

Assessment for Effective Intervention, Vol. 30, No. 2, 33-46 (2005)
DOI: 10.1177/073724770503000204
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 Assessment for Effective InterventionHome page
L. S. Fuchs, D. Fuchs, and R. O. Zumeta
A Curricular-Sampling Approach to Progress Monitoring: Mathematics Concepts and Applications
Assessment for Effective Intervention, September 1, 2008; 33(4): 225 - 233.
[Abstract] [PDF]

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 Assessment for Effective InterventionHome page
J. M. Leh, A. K. Jitendra, G. I. L. Caskie, and C. C. Griffin
An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem--Solving Measures for Monitoring Third-Grade Students' Mathematics Competence
Assessment for Effective Intervention, January 1, 2007; 32(2): 90 - 99.
[Abstract] [PDF]