Assessment for Effective Intervention

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Click here for more information

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Deno, S. L.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Deno, S. L.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Assessment for Effective Intervention, Vol. 28, No. 3-4, 3-12 (2003)
DOI: 10.1177/073724770302800302
© 2003 Hammill Institute on Disabilities

Curriculum-Based Measures: Development and Perspectives

Stanley L. Deno

University of Minnesota

Curriculum-based measurement (CBM) is an approach to measuring the academic growth of individual students. The essential purpose of CBM is to aid teachers in evaluating the effectiveness of the instruction they provide to individual students. While early research focused on the utility and effectiveness of CBM for increasing the achievement of students with learning disabilities, extensions of CBM research now address a broad range of educational issues in both special and general education with different populations and in new curriculum domains. This article provides a brief history of CBM clarifying its relationship to curriculum-based assessment, a summary of the primary features of CBM, and a rationale for its design. Extensions of CBM to new research domains are identified, and a perspective is provided on the place of CBM in the broader context of educational assessment.


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


This article has been cited by other articles:


Home page
 Topics in Early Childhood Special EducationHome page
K. Cadigan and K. N. Missall
Measuring Expressive Language Growth in Young Children With Autism Spectrum Disorders
Topics in Early Childhood Special Education, January 1, 2007; 27(2): 110 - 118.
[Abstract] [PDF]

Home page
 Assessment for Effective InterventionHome page
K. L. McMaster, M. M. Wayman, and M. Cao
Monitoring the Reading Progress of Secondary-Level English Learners: Technical Features of Oral Reading and Maze Tasks
Assessment for Effective Intervention, January 1, 2006; 31(4): 17 - 31.
[Abstract] [PDF]

Home page
 Assessment for Effective InterventionHome page
A.-J. Griffiths, A. M. VanDerHeyden, L. B. Parson, and M. K. Burns
Practical Applications of Response-to-Intervention Research
Assessment for Effective Intervention, January 1, 2006; 32(1): 50 - 57.
[Abstract] [PDF]

Home page
 Journal of Early InterventionHome page
M. G. Macy, D. D. Bricker, and J. K. Squires
Validity and Reliability of a Curriculum-Based Assessment Approach to Determine Eligibility for Part C Services
Journal of Early Intervention, October 1, 2005; 28(1): 1 - 16.
[Abstract] [PDF]