Curriculum-Based Assessment and Measurement: Using Progress Monitoring in the Classroom

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1 Curriculum-Based Assessment and Measurement: Using Progress Monitoring in the Classroom Copyright 2018 The Texas Institute For Teacher Education. All rights reserved.

2 Curriculum-based Assessment: Using curriculum materials to measure student progress and achievement. This includes a variety of testing methods such as teacher made tests, tests made by the producer of the materials such as end of chapter tests, and other assessments using the actual content of the instructional materials.

3 Curriculum-based measurement- A specific type of curriculum-based assessment that uses repeated assessments or measurements of specific skills. These assessments are based on a long-term goal and seek to determine if a student is progressing along an aim line to meet that annual goal. Curriculum-based measurements are formative assessments. This means that the progress is monitored during the instructional period rather than just at the end of the instructional period like summative assessments.

4 Why use CBM? Student achievement improves when teachers use CBM to write data-based goals, monitor the effects of their instruction, and adjust their instructional interventions.

5 Curriculum-Based Measurement CBMs or curriculum-based measurement has been found to be effective in assessing of oral reading fluency, spelling skills, written expression, and mathematics skills.

6 Constructing Curriculum-Based Measurement for Oral Reading * Oral reading fluency is one skill that indicates how well a student is achieving within the curriculum. * Oral reading fluency measures are constructed by selecting grade level passages that the student has not read before, and asking the student to read the passages. * The teacher counts the number of correctly read words read aloud in 1 minute. * The goal of using CBM is to determine if the student continues to increase in the number of correctly read words from one week to the next and to make adjustments if the student is not progressing as expected.

7 Constructing Curriculum-Based Measurement for Oral Reading Fluency Steps: 1. Select the number of passages needed to have a total of two passages per week plus an additional 3 passages to take the baseline. 2. Make 2 copies of each passage. The teacher s copy will have the cumulative total of words at the end of each line so the teacher can quickly count the words read and record the total. 3. Have the student read 3 passages to determine the baseline. The baseline score can either be the median score of the 3 scores or the average of the 3 scores. 4. Use the established expectations of the number of words expected to increase per week and multiply by the number of weeks of instruction to determine the aim line.

8 Constructing Curriculum-Based Measurement For Oral Reading Fluency For example, if the baseline score is 35 words and the number of words that the student is expected to increase per week is 1.25 for 20 weeks the aim line is calculated as: 20 x 1.25 = = 60 weeks expected expected baseline goal increase increase per in 20 week weeks

9 Charting Progress of Curriculum-Based Measurement- Aim Line 60 W o r d s aim line Baseline Weeks

10 Charting Progress of a CBM Once the aim line has been plotted, the number of words correctly read is marked after each reading. The student should complete at least 2 CBM tasks per week. The next slide illustrates the progress of a student after several measurements have been charted.

11 Charting Progress of Curriculum-Based Measurement 60 W o r d s aim line Baseline Weeks

12 Using CBM to Make Educational Decisions The previous slide indicates that the student is keeping pace with the number of words expected each week. In other words, the student is increasing the number of correctly read words at the level expected for students in the second grade. Look at the next slide. This slide will indicate that the pace of oral reading has changed. As a teacher, what does this mean for educational planning and interventions?

13 Charting Progress of Curriculum-Based Measurement 60 W o r d s aim line Baseline Weeks

14 Using CBM to Make Educational Decisions As you can see in the previous slide, the student s pace began to decrease. Generally, when the student progress declines for 3 or more measures taken, the educational instruction needs to be changed. In this case, additional instruction, individual intervention, and additional tutoring at school helped to bring the student oral reading rate back to the level expected. When the data collected indicates that a student is reading well beyond the rate expected, the aim line may need to be adjusted or the curriculum may need to be changed to be more challenging for the student. An example is shown in the next slide.

15 Charting Progress of Curriculum-Based Measurement 60 W o r d s aim line Baseline Weeks

16 Other Informal Measures Criterion-referenced Tests- To assess a student's progress in skill mastery against specific standards Criterion-related Tests-To assess student's progress on items that are similar to objectives or standards