Local AIMSweb® Manager (LAM) Online Training

MODULE 2:

OVERVIEW OF CURRICULUM-BASED MEASUREMENT (CBM) AS A GENERAL OUTCOME MEASURE (GOM)

Understanding the Purpose of CBM:

• Used to assist educators about the purpose of CBM

• Facilitates understanding of basic assessment and reporting processes within AIMSweb

• Prerequisite to future training and staff development for CBM

OVERVIEW OF CURRICULUM-BASED OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL MEASUREMENT AS A GENERAL

OUTCOME MEASURE OUTCOME MEASURE

Mark R. Shinn, Ph.D.Michelle M. Shinn, Ph.D.

Formative Evaluation to Inform Teaching

Summative Assessment: Culmination measure. Mastery assessment. Pass/fail type assessments which summarize the knowledge students learn. Typical summative assessments include:

• End of chapter tests• High-stakes tests (e.g., State assessments)• GRE, ACT, SAT, GMAT, etc. tests• Driver’s license test• Final Exams.

Formative Evaluation: Process of assessing student achievement during instruction to determine whether an instructional program is effective for individual students.Informs:

• When students are progressing, continue using your instructional programs.

• When tests show that students are not progressing, you can change your instructional programs in meaningful ways.

Big ideas of Benchmark Assessment

It’s about using General Outcome Measures (GOMs) for It’s about using General Outcome Measures (GOMs) for formativeformative assessment/evaluation to:assessment/evaluation to:

• Inform teaching ANDAND

• ensure accountability.

It’s different from, but related to, summative high-stakes It’s different from, but related to, summative high-stakes testing/evaluation, which:testing/evaluation, which:

• Doesn’t inform teaching.

• Mostly used for accountability/motivation.

Today’s High Stakes Evaluation World

High Stakes Tests are USUALLYHigh Stakes Tests are USUALLY appropriate for only for appropriate for only for summativesummative evaluation.evaluation.

NOTNOT useful for decisions teachers need to make every day useful for decisions teachers need to make every day (formative):(formative):

• For whom do I need to individualize instruction or find more intensive instructional programs?

• How do I organize my classrooms for instructional grouping?

• How do I know that my teaching is “working” for each student so that I can make changes in instruction when necessary?

NOTNOT very useful to administrators who must make decisions about very useful to administrators who must make decisions about allocating instructional resources, especially in a preventative or allocating instructional resources, especially in a preventative or responsive model.responsive model.

High Stakes Evaluation World (continued)

•Reliability/Validity issues on High-stakes tests:Reliability/Validity issues on High-stakes tests:• Guessing factor (bubble-in, skipping items, etc.)Guessing factor (bubble-in, skipping items, etc.)• Cheating—at various levelsCheating—at various levels• Culture-sensitivity concernsCulture-sensitivity concerns• Test may not match what is taughtTest may not match what is taught• FatigueFatigue• Enabling behaviors may not be present for test that is required Enabling behaviors may not be present for test that is required • Text anxietyText anxiety• Political pressures on student performancePolitical pressures on student performance

Testing often takes place after year(s) of instruction with Testing often takes place after year(s) of instruction with long timelong time frames between (frames between (annualannual).).

Information about success and failure rates provided Information about success and failure rates provided too latetoo late to make to make changes.changes.

Primary use of high stakes tests then may be to Primary use of high stakes tests then may be to ““assign the blameassign the blame”” to students, their parents, teachers, or schools. to students, their parents, teachers, or schools.

High Stakes Evaluation World (continued)

High Stakes = High cost in terms of:

• Loss of instructional time. • Time for test taking.• Paying for the tests.

In summary, typical High Stakes Testing is: In summary, typical High Stakes Testing is:

• Too little! • Too late! • At too high a cost!

An Example: Weight

High standard:High standard: All children will have a healthy weight by the end of All children will have a healthy weight by the end of third grade.third grade.

High Stakes Assessment:High Stakes Assessment: Based on assessing body density. Based on assessing body density.• Weighing each student.• Immersing each student in a large tub filled with water, and

measuring the amount of water displaced. • Divide weight by displacement and get density, a very accurate

picture of physical status.

Weight (continued)

After 8-9 YEARS of growth, we would:After 8-9 YEARS of growth, we would:

1.1. PlacePlace students who are “unhealthy” in remedial programs. 2.2. CreateCreate new health programs. 3.3. BlameBlame the effectiveness of old health programs. 4.4. BlameBlame the students (or their families) for over - or under -

eating.

Formative Evaluation: Same Standard - Different Assessment

High Standard:High Standard: All children will have a healthy weight by the All children will have a healthy weight by the end of third grade.end of third grade.

Benchmark Assessment:Benchmark Assessment: Monitor weight directly, frequently, and Monitor weight directly, frequently, and continuously.continuously.

From birth, measure weight frequently and continuously with a simple, albeit less precise, general outcome measure, weight in pounds, using a scale.

At ANY Point in Development

The child could be weighed and a decision made about healthy The child could be weighed and a decision made about healthy weight.weight.

This process is:This process is: • Efficient. Efficient. • Sufficiently accurate.Sufficiently accurate.• Proactive.Proactive.• Cost effectiveCost effective

We would know their health status before they reached the high We would know their health status before they reached the high stakes point!stakes point!

AIMSweb in a Picture and a SentenceAIMSweb in a Picture and a Sentence

AIMSweb is a 3-tier Progress Monitoring System based on direct, frequent AIMSweb is a 3-tier Progress Monitoring System based on direct, frequent and continuous student assessment which is reported to students, parents, and continuous student assessment which is reported to students, parents, teachers and administrators via a web based data management and teachers and administrators via a web based data management and reporting system for the purpose of determining response to instruction.reporting system for the purpose of determining response to instruction.

Common Characteristics of GOMs

The same kind of evaluation technology as other professionsThe same kind of evaluation technology as other professions

PowerfulPowerful measures that are:

• SimpleSimple

• AccurateAccurate

• EfficientEfficient indicators of performance that guide and inform a variety of decisions decisions

• GeneralizableGeneralizable thermometer that allows for reliable, valid, cross thermometer that allows for reliable, valid, cross comparisons of datacomparisons of data

General Outcome Measures (GOMs) from Other Fields

Medicine measures height, weight, temperature, and/or blood pressure.

Federal Reserve Board measures the Consumer Price Index.

Wall Street measures the Dow-Jones Industrial Average.

Companies report earnings per share.

McDonald’s measures how many hamburgers they sell.

CBM is a GOM Used for Scientific Reasons Based on EvidenceCBM is a GOM Used for Scientific Reasons Based on Evidence

ReliableReliable and validvalid indicator of student achievement

Simple, efficientSimple, efficient, and of shortshort duration to facilitate frequent administration by teachers

Provides assessment information that helps teachers plan better helps teachers plan better instructioninstruction

Sensitive to the improvementSensitive to the improvement of students’ achievement over time

Easily understoodEasily understood by teachers and parents

Improves achievementImproves achievement when used to monitor progress

Things to Always Remember About CBM

Designed to serve as ““indicatorsindicators”” of general reading achievement: CBM probes don’t measure everything, but measure the importantimportant things.

Standardized testsStandardized tests to be given, scored, and interpreted in a standard standard wayway

ResearchedResearched with respect to psychometric properties to ensure accurate measures of learning

Items to Remember (continued)

Are sensitive to improvement in brief intervals of time

Also tell us how students earned their scores (qualitative information)

Designed to be as short as possible to ensure its “do ability”

Are linked to decision making for promoting positive achievement and Problem-Solving

What is CBM?

• CBM is a form of Curriculum-Based Assessment (CBA).

• Curriculum-Based Measurement (CBM) is the method of monitoring student progress through direct, continuous assessment of basic skills.

• CBM is used to assess skills such as reading fluency, comprehension, spelling, mathematics, and written expression. Early literacy skills (phonics and phonological awareness) are similar measures and are downward extensions of CBM.

• CBM probes last from 1 to 4 minutes depending on the skill being measured and student performance is scored for speed and accuracy to determine proficiency. Because CBM probes are quick to administer and simple to score, they can be given frequently to provide continuous progress data. The results are charted and provide for timely evaluation based on hard data.

Origins of CBM as General Outcome Measures

Curriculum-Based MeasurementCurriculum-Based Measurement (CBM) was developed more than 20 years ago by Stanley Deno at the University of Minnesota through a federal contract to develop a reliable and valid measurement system for evaluating basic skills growth.

CBM is supported by more than 25 years of school-based research25 years of school-based research by the US Department of Education.

Starting in the area of reading, researchers have expanded to investigate additional academic areas over the years. With significant additional research, AIMSweb now offers CBM assessments in 7 areas and 2 languages, with new areas currently being tested and developed.

Supporting documentation can be found in 100’s of articles, book 100’s of articles, book chapters, and books in the professional literaturechapters, and books in the professional literature describing the use of CBM to make a variety of important educational decisions.

Skill Areas Currently Assessable via AIMSweb:• Early Literacy

[K-1 benchmark, Progress Monitor (PM) any age]– Letter Naming Fluency– Letter sound fluency– Phonemic Segmentation Fluency– Nonsense Word Fluency

• Early Numeracy (K-1 benchmark, PM any age)– Oral Counting– Number identification– Quantity discrimination– Missing number

• Oral Reading (K-8, PM any age)• MAZE (Reading comprehension); (1-8, PM any age)• Math Computation (1-6, PM any age)• Math Facts (PM any age)• Spelling (1-8, PM any age)• Written Expression (1-8, PM any age)

Advantages of CBM

• Direct measure of student performance.

• Correlates strongly with “best practices” for instruction and assessment, and research-supported methods for assessment and intervention.

• Focus is on repeated measures of performance. (This cannot be done with most norm-referenced and standardized tests due to practice effect or limited forms.)

Advantages of Using CBM• Quick to administer, simple, easy, and cost-efficient.

• Performance is graphed an analyzed over time

• Sensitive to even small improvements in performance

This is KEY—as most standardized/norm-referenced tests do NOT show small, incremental gains.

• CBM allows teachers to do what they do better!

• Capable of having many forms—whereas most standardized tests only have a maximum of two forms.

• Monitoring frequently enables staff to see trends in individual and group performance—and compare those trends with targets set for their students.

Big Ideas of Benchmark (Tier 1) Assessment

Benchmarking allows us to add Benchmarking allows us to add systematicsystematic Formative Evaluation to Formative Evaluation to current practice.current practice.

For Teachers (and Students)For Teachers (and Students)• Early Identification of At Risk StudentsEarly Identification of At Risk Students• Instructional PlanningInstructional Planning• Progress MonitoringProgress Monitoring

For ParentsFor Parents• Opportunities for Communication/InvolvementOpportunities for Communication/Involvement• AccountabilityAccountability

For AdministratorsFor Administrators• Resource Allocation/Planning and SupportResource Allocation/Planning and Support• AccountabilityAccountability

Benchmark Testing: Useful for Communicating with Parents

Designed for collaboration and communication with parents.Designed for collaboration and communication with parents.

Student achievement is enhanced by the teacher-parent Student achievement is enhanced by the teacher-parent communication about achievement growth on a continuous basis.communication about achievement growth on a continuous basis.

A Parent Report is produced for each Benchmark Testing.A Parent Report is produced for each Benchmark Testing.

2006

2007

School Calendar Year (2006-2007):

Benchmarking

(Tier 1)

2-weeks during:September 1 to October 15

January 1 to February 1

May 1 to June 1

Benchmark (Tier 1) for Oral Reading (R-CBM)

• Set of 3 probes (passages) at grade-level* (~1 through 8).

• Administer the same set, three times per year, to all students.

• Requires 3 minutes per student, 3 times per year.

2

3

1

How the AIMSweb System Works for Benchmark (Tier 1):Oral Reading (R-CBM) as an Example

Research suggests there is no significant practice effect by repeating the set of three passages for benchmark assessment periods.

Using same passage sets for each benchmark increases confidence in data obtained, reduces extraneous variables.

• Students read aloud for 1 minute from each of the three Edformation Standard Reading AssessmentEdformation Standard Reading Assessment Passages.Passages.• Passages containPassages contain meaningful, connected text. • Number of words read correctly (wrc) and number of errors are counted per passage read.

• Scores reported as Scores reported as WRC/errors

Benefits of Using Edformation’s Standard Reading Assessment Passages

Passages are written to represent general curriculum or to be “curriculum independent” For additional data on R-CBM passages, review:

Allow decision making about reading growth, regardless of between-school, between-school-district, between-teacher differences in reading curriculum

Are graded to be of equal difficulty

Have numerous alternate forms for testing over time without practice effects

Standard Reading Assessment Passages for Use in General Outcome Measurement:

A manual describing development and technical features.

Kathryn B. Howe, Ph.D. & Michelle M. Shinn, Ph.D.

Sample R-CBM Assessment Passage — Student Copy

Standard Reading Standard Reading Assessment Passage Assessment Passage Student Copy:Student Copy:

• No numbers

• Between 250-300 words (exception: 1st grade)

• An informative first sentence

• Same font style and size

• Text without pictures

Sample R-CBM Assessment Passage — Examiner Copy

Standard Reading Standard Reading Assessment Passage Assessment Passage Examiner Copy:Examiner Copy:

Pre-numbered so they can be scored quickly and immediately.

Data: Get the MEDIAN score for student’s 3 passages:

67 / 2 85 / 8 74 / 9

1 min. 1 min. 1 min.1 min. 1 min. 1 min.

Why use Median vs. Average?

Averages are susceptible to outliers when dealing with small number sets.Median Score is a statistically more reliable number than average for R-CBM.

1 min. 1 min. 1 min.1 min. 1 min. 1 min.

The Data: Get the MEDIAN score for 3 passages:

67 / 2 85 / 8 74 / 9

1. Throw out the HIGH and LOW scores for 1. Throw out the HIGH and LOW scores for Words Read Correct Words Read Correct

1 min. 1 min. 1 min.1 min. 1 min. 1 min.

2. Throw out the HIGH and LOW scores for the Errors.2. Throw out the HIGH and LOW scores for the Errors.

Remaining scores = MEDIAN. Remaining scores = MEDIAN.

3. Report this score in your AIMSweb account. 3. Report this score in your AIMSweb account.

The Data: Get the MEDIAN score for 3 passages:

67 / 2 85 / 8 74 / 9

=74/8

Managing Data after Assessment:

• Take median score for each student and report in AIMSweb System.

• AIMSweb instantly generates multiple reports for analysis and various decision-making purposes.

A few of the many reports available appear here:

SSAAMMPPLLEESS

=74/8

For Teachers: Classroom Report

Box & Whiskers Graphs (box plots): A Brief Explanation

AIMSweb commonly uses box plots to report data.This chart will help familiarize yourself with box plots:

Consider bell-curve. Consider bell-curve. Box plots are somewhat Box plots are somewhat similar in shape and representation.similar in shape and representation.

7575thth percentile percentile

Median (50Median (50thth percentile) percentile)

2525thth percentile percentile

9090thth percentile percentile

1010thth percentile percentile

outlieroutlier

Average range Average range of population of population includedincluded in in

sample.sample.

Below Average Below Average RangeRange

Above Average Above Average RangeRange

Report Beginning of Year Status

Individual Report: Student

Know When Things are Working

Have Data to Know When Things Need Changing

Data to Know that Changes Made a Difference

Data to Know that Things Went Well

Identifying At Risk Students

For Teachers: Classroom Report

At-a-Glance Views of Student Ranking & GrowthAt-a-Glance Views of Student Ranking & Growth

Follow student progress over time.

Compare Sub-group Trends:Compare Sub-group Trends:

Compare a School to a CompositeCompare a School to a Composite

Many Reporting Options AvailableMany Reporting Options Available

Finally…

Benchmark Testing, using simple general, RESEARCHED outcome Benchmark Testing, using simple general, RESEARCHED outcome measures, provides an measures, provides an ONGOINGONGOING data base to teachers, data base to teachers, administrators, and parents for making decisions about the growth and administrators, and parents for making decisions about the growth and development of basic skills.development of basic skills.

Professionally managed by staff in a process that communicates that Professionally managed by staff in a process that communicates that WEWE are in charge of student learning. are in charge of student learning.

The End