Curriculum Based Measuresvs. Formal Assessment
Curriculum Based Measuresvs. Formal Assessment
What does it mean to me?
Why bother?
Goals for this class
• General Principles:• Compare CRT, CBA, CBM, Formal tests• Understand why & how we use CBM?• Understanding Formal Assessment for achievement
• Specific to your own project• What CBM measures would you give & why
CBA vs. CBM
• CBA=instructional tool based upon assessment of curricular information. (Glickling & Havertape, 1981)
• Test items taken from curriculum• Repeated measurement over time• Use of information for instruction
• Validated approach but less so than CBM.• CBA measures mastery and CBM measures
general outcome over time (Hosp & Hosp, 2003)
Why CBA is not used?
• Perception of difficulty
• Time demands
• Efficacy with CBA
• State or district guidelines & performance objectives
CBM
• Assess student’s academic growth repeatedly over time
• Provide strategies to support student’s needs
• Ascertain the need for additional diagnostic testing (Howell & Nolet, 1999).
• Evaluate and improve instructional efficacy (Deno, 1985).
• Progress monitoring not mastery achievement (Fuchs, 2006).
CBM & RTI
• CBM provides us with the tools for monitoring and enhancing student growth and reflecting and changing our instructional practices.
• CBM also provides us with information in the area of diagnostic evaluation.
• To identify non-responders we have to show a discrepancy in performance and growth between student and peers.
Assessment as Problem-Solving
What characterizes effective problem solving?
Generating as many alternative solutions as possible and
Testing ideas in a systematic mannerIEP is used for problem solving
Problem-Solving Process
• Problem identification• Observing & recording student performance
• Problem definition• Describing the difference between actual & expected
performance
• Exploring alternative solutions• Goal setting, program planning
• Implement & evaluating solutions • Progress monitoring
• Problem solution
Back to Joshua
• Problem identification
• Possible solutions
• Plan of action
Need for CR-CBA-CBM
• Lack of focus
• Teachers & students are uncertain about what the key indicators of growth in basic skills are.
• Current focus is on standards and PACT• Problems with commercial achievement tests
• Failure to describe growth• Reliance on face validity• Small sample, relationship to curriculum
• Why CBM and not CRT or CBA?
Curriculum-Based Measurement-Big Picture-
• CBM is a general outcome indicator that measures “vital signs” of student achievement in areas of literacy or basic skills
• CBMs function as “academic thermometers” designed to monitor student’s growth in literacy or basic skills
• It is an efficient and accurate way of assessing the effects of our instruction during the course of instruction (formative evaluation vs. summative evaluation)
Curriculum-Based Measurement-Details-
• CBM is sensitive to difference among individuals and within individuals
• Sensitive to the short-term effects of instruction• Characteristics
• Indicator of student academic progress
• Direct & Repeated measurement
• Time-series graphic displays
• Individually-referenced & goal referenced
• Data decision rules
• Aimlines & trendlines
What is Measured?
• Reading √ Words read aloud
• Written Expression √ Words written in response to a story starter
• Spelling √ Words spelled from dictation
• Math √ Math problems completed correctly
NOTE: see handout on details
How Do We Measure?
• Use a task of constant difficultyWhen level remains constant we can see changes in
student performance
• Choose task from same pool of material
• CBM describes changes in performance on a specific level
Procedures for Graphing
• Collect baseline performance• Set goals• Continually chart student progress• Summarize data
• Aimlines• Trend lines
Data Interpretation
• Use data to monitor student progress
• Goal-oriented analysis
• Interpret data to determine instructional changes
√ Deciding when to change
Deciding what to change
• Program adjustments must be introduced and maintained for a period of time
• Choose substantial changes• Clearly specify the changes
Problem Identification
• A problem is defined as a difference between what is expected in the general education curriculum and how the student performs.
• If the discrepancy is large enough, formal assessment is warranted.
Problem Certification
• How severe is the problem?• Is the problem so severe that it is
unlikely to be addressed successfully in the regular education curriculum?
• What resources may be necessary to resolve the problem?
Exploring Solutions
• What are the goals of intervention?
• What is the content of the intervention?
• What is the process of the intervention?
Evaluating Solutions
• Is the intervention successful
• Is the student attaining the established goals?
• If not, does the intervention need modification or is the student in need of a different intervention?
Problem Solution
• Is the discrepancy between expected and actual performance still important?
• If not can the additional resources be reduced or eliminated?
Target criteria by grade level
• One example
Next pages from Michele Hosp Presentation on CBM Norms for ORF
Let’s practice
• Let’s do a one minute reading sample
• How did you do recording?
• Example:
• Median: 45
• Assume 1.5 words week for 36 weeks= 54
• Aim= 45 + 54 = 99 words per minute
Baseline Reading Probes 1: 45 words per minute
2: 42 words per minute
3: 46 words per minute
Goals & Benchmarks
• In 36 weeks, when given a passage from the second grade reader, Jeremy will correctly read 99 words per minute.
• Every nine weeks, when given a passage from the second grade reading textbook and one minute to read, Jeremy will read 13-14 correct words over the number of words read correctly at the previous 9 week measurement.
Aligning CBM and curriculum
• Dissect ELA curriculum
• Create 1 minute samples with one to three passages from each story read.
• Sample should be at the student’s instructional level.
• Authentic passages from a number of sources
• Calculate the readability of each passage.
• Determine baseline & aim line
CBM and Tests
• Helwig & Tindal (2002) no differences between general outcome measures and state tests using CBM and mathematics.
• Epsin, Shinn & Busch (2005). Validity for using vocabulary matching tasks in content areas such as social studies.
• Teachers who believe in CBM had students who had better results and higher trend lines.
Resources
• Intervention Central
• http://www.interventioncentral.org
• OKAPI - CBM reading probes• http://www.interventioncentral.org/htmdocs/tools/okapi/okapi.php
• See other resources online
• Other Documents for resources• CBMprogressmonitoringinReading.pdf
• CBMprogressmonitoringinMath.pdf
• CBM data collection