Curriculum-based measurement: Generic vs. curriculum-dependent probes

Nicole Riley-Heller, Lisa Kelly-Vance, Mark Shriver

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Curriculum-based measurement (CBM) has evolved as a reliable and valid method for measuring and monitoring student performance in basic academic skills. While the efficacy of CBM for assessing reading skills is not in question, issues remain regarding whether or not a difference exists between CBM probes derived directly from the instructional curriculum and generic probes. The current study extends previous research comparing the utility of two types of CBM reading probe materials. Both types of probes were administered to 13 second grade students twice weekly for 5 weeks. No significant differences were found between the two probe types' measurement of performance or progress over time, which suggests that school psychologists and educational professionals can use generic or curriculum-dependent probes in curriculum-based measurement.

Original languageEnglish (US)
Pages (from-to)141-162
Number of pages22
JournalJournal of Applied School Psychology
Volume21
Issue number1
DOIs
StatePublished - Jul 6 2005

Keywords

  • Assessment
  • Curriculum-based measurement (CBM)
  • Curriculum-dependent
  • Generic probes
  • Student performance

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Applied Psychology
  • Psychiatry and Mental health

Fingerprint Dive into the research topics of 'Curriculum-based measurement: Generic vs. curriculum-dependent probes'. Together they form a unique fingerprint.

  • Cite this