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Using Math and Reading Curriculum-Based Measurements to Predict State Mathematics Test Performance: Are Simple One-Minute Measures Technically Adequate?

Peer reviewed

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Jiban, Cynthia L.; Deno, Stanley L. – Assessment for Effective Intervention, 2007

This study investigated the technical adequacy of 3 simple, 1-min curriculum-based measurements (CBM) for predicting third (n = 35) and fifth (n = 49) graders' performance on a state standards test of mathematics. Measures included 2 numeric CBMs: a traditional basic facts measure and a new "cloze" math facts measure, designed to require deeper…

Descriptors: Curriculum Based Assessment, State Standards, Predictive Validity, Mathematics Tests

Technical Adequacy of the Maze Task for Curriculum-based Measurement of Reading Growth.

Peer reviewed

Shin, Jongho; Deno, Stanley L.; Espin, Christine – Journal of Special Education, 2000

A study examined the technical adequacy of curriculum-based measurement for assessing growth in 43 second-graders whose reading performance was measured monthly over the school year with the maze task. Results showed that the maze task had good alternate-form reliability, sensitively reflected improvement of student performance, and revealed…

Descriptors: Curriculum Based Assessment, Elementary Education, Evaluation Methods, Grade 2

Developing Curriculum-Based Measurement Systems for Data-Based Special Education Problem Solving.

Peer reviewed

Deno, Stanley L.; Fuchs, Lynn S. – Focus on Exceptional Children, 1987

Procedures for developing curriculum-based measurement (CBM) systems are presented as an approach to special education problem solving. CBM procedures are discussed within the context of a decision-making matrix, focusing on "what" and "how" to measure and how to use data. An example applies the method to reading-aloud…

Descriptors: Academic Achievement, Decision Making, Diagnostic Teaching, Disabilities