The Past, Present, and Future of Curriculum-Based Measurement Research

By Lynn S. Fuchs. 2004

372 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/017e3b5b4947353a10a8c5dfe454009ba0045fbc

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In Developmental and Educational Psychology

In Education

Citations in the corpus

An Empirical Review of Psychometric Evidence for the Dynamic Indicators of Basic Early Literacy Skills (2010, background): “Fuchs (2004) suggested a three-stage framework for conceptualizing research evidence necessary to justify use of scores from progress monitoring measures.”
Implications of Recent Research (2008, background): “Allinder, Fuchs, Fuchs, & Hamlett (1992) General education 2–5 95 .”
Curriculum-Based Measures of Beginning Writing: Technical Features of the Slope (2011, background): “Additional research is needed to further examine technical features of scores and slopes of CBM for beginning writers; a critical next step also is to begin to conduct Stage 3 CBM research—to determine the instructional utility of the measures (Fuchs, 2004).”
Evaluating Sensitivity to Behavioral Change Using Direct Behavior Rating Single-Item Scales (2012, background): “Related, Fuchs (2004) described a systematic progression of research on formative assessments of academic behaviors as occurring through three stages that involve (a) technical features of the static score (Stage 1), (b) technical features of level and trend (Stage 2), and (c) instructional utility ”
Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers (2009, background): “Research on teachers’ use of CBMs to inform instruction is limited (Fuchs, 2004; Madelain & Wheldall, 2004), and there has been a call to examine the extent to which technology that directly links CBM results to grouping of children and to selection of instructional activities can improve children’s”
Curriculum-Based Measures and Performance on State Assessment and Standardized Tests (2006, methodology): “Curriculum-based measurement (CBM), an example and type of GOM, has been used as an evaluative measure in education for more than two decades (Deno, 2003; Fuchs, 2004; Shinn, 1989).”
The Narrative Language Measures: Tools for Language Screening, Progress Monitoring, and Intervention Planning (2012, methodology): “CBM and GOM methods have substantial support as effective means of monitoring student progress and are well suited to serve in specialized, RTI educational climates (Baker & Good, 1995; Espin & Deno, 1993, Fuchs, 2004; Fuchs, Deno, & Mirkin, 1984; Kaminski & Good, 2010).”
Learning progress assessment and goal setting: Effects on reading achievement, reading motivation and reading self-concept (2014, background): “All rights reserved. days up to two weeks throughout the school year (Fuchs, 2004).”
Validation and Decision Accuracy of Early Numeracy Skill Indicators (2008, methodology): “This study is aligned with the recommendation of Fuchs (2004) , who suggested examining technical properties of the static score using methods such as criterion validation and reliability analyses.”
Preliminary Evidence of the Technical Adequacy of the Preschool Numeracy Indicators (2006, methodology): “…of sensitivity to growth over time and sensitivity to the effects of instruction are central to the development of GOMs, it is necessary to first examine the technical features of scores from one point in time to ensure they can be interpreted as meaningful (Fuchs, 2004; Fuchs & Fuchs, 1999).”
The Use of Reading and Behavior Screening Measures to Predict Nonresponse to School-Wide Positive Behavior Support: A Longitudinal Analysis (2006, background): “Oral reading fluency is based on more than 20 years of reading research and is regarded by many as the best screening measure of individual reading skills (Fuchs, 2004; Shinn, 1989; Shinn, Shinn, Hamilton, & Clarke, 2002).”
Effects of Data–Based Individualization for Students with Intensive Learning Needs: A Meta–Analysis (2018, background): “Curriculum-based measurement (CBM; Deno, 1985) is well-suited for this purpose: It is a research-validated assessment practice for judging the adequacy of student academic growth over time (Fuchs, 2004).”
Progress Monitoring Measures in Mathematics (2007, neutral): “A three-stage continuum of CBM research described by Fuchs (2004) is particularly applicable to work in mathematics.”
Estimating Reading Growth Using Intermittent CBM Progress Monitoring (2009, background): “L. S. Fuchs (2004) categorized such investigations as “Stage 1 CBM research” in contrast to “Stage 2 research” that focuses on multiwave growth measurement (e.g., L. S. Fuchs, Fuchs, Hamlett, Walz, & Germann, 1993; Hintze & Christ, 2004).”
Algebra Progress Monitoring and Interventions for Students with Learning Disabilities (2008, methodology): “1 The measures were created to reflect two different approaches to the design of progress monitoring tools (Foegen et al., 2007; Fuchs, 2004).”