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Curriculum-Based Evaluation and Math

An Overview

Western Washington University, Bellingham, bridget.kelley{at}wwu.edu

John L. Hosp

Florida State University/Florida Center for Reading Research, Tallahassee

Kenneth W. Howell

Western Washington University, Bellingham

Poor math performance is a major concern leading the current educational reform agenda. Many educational math critics are claiming a math crisis. Researchers and school personnel are trying to resolve this crisis. Some are looking at curriculum-based evaluation (CBE) as a process for solving this problem. CBE and curriculum-based measurement (CBM) are widely accepted validated tools for effectively yielding information necessary to make sound educational decisions. In this article, best practices in CBE and CBM are described as they pertain to math instruction. Specific steps of the CBE process are described as they pertain to math.

Key Words: math • curriculum-based evaluation • special education • assessment

This version was published on September 1, 2008

Assessment for Effective Intervention, Vol. 33, No. 4, 250-256 (2008)
DOI: 10.1177/1534508407313490


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