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Developments in Curriculum-Based Measurement
Stanley L. Deno
University of Minnesota, denox001{at}umn.edu
Curriculum-based measurement (CBM) is an approach for assessing the growth of students in basic skills that originated uniquely in special education. A substantial research literature has developed to demonstrate that CBM can be used effectively to gather student performance data to support a wide range of educational decisions. Those decisions include screening to identify, evaluating prereferral interventions, determining eligibility for and placement in remedial and special education programs, formatively evaluating instruction, and evaluating reintegration and inclusion of students in mainstream programs. Beyond those fundamental uses of CBM, recent research has been conducted on using CBM to predict success in high-stakes assessment, to measure growth in content areas in secondary school programs, and to assess growth in early childhood programs. In this article, best practices in CBM are described and empirical support for those practices is identified. Illustrations of the successful uses of CBM to improve educational decision making are provided.
The Journal of Special Education, Vol. 37, No. 3,
184-192 (2003)
DOI: 10.1177/00224669030370030801
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