This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by VanDerHeyden, A. M. Articles by Burns, M. K. Search for Related Content Social Bookmarking                   What's this?

Using Curriculum-Based Assessment and Curriculum-Based Measurement to Guide Elementary Mathematics Instruction: Effect on Individual and Group Accountability Scores

Vail Unified School District

Matthew K. Burns

University of Minnesota

No Child Left Behind mandates accountability data for school districts. This mandate has led to increased attention to instruction and academic remediation among educational researchers. The current study used schoolwide curriculum-based assessment (CBA) and curriculum-based measurement (CBM) data to plan and deliver mathematics instruction to examine if this would lead to improved student skill within one school year and improved group test scores between school years. The Screening to Enhance Equitable Educational Placement (STEEP) schoolwide problem-solving model was used in one elementary building, with CBM data used to track progress and CBA data used daily to track mastery at each skill level. Results suggested that children made significant progress within one school year, as measured by CBM, and the school significantly increased Stanford-9 mathematics scores after implementing the program. Potential implications for assessment and instructional practice are included.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?