Using Curriculum-Based Assessment and Curriculum-Based Measurement to Guide Elementary Mathematics Instruction: Effect on Individual and Group Accountability Scores

By A. Vanderheyden, M. Burns. 2005

90 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b16ab8f15b5766ebd0a171233163fdcc86b08aad

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. R. Kubina
2. James D. Stocker
3. A. Vanderheyden
4. E. Shapiro
5. Milena A. Keller‐Margulis
6. John M. Hintze
7. D. Gilbertson
8. Robin S. Codding

In Information Systems and Management

1. Milena A. Keller‐Margulis
2. E. Shapiro
3. John M. Hintze
4. A. Vanderheyden

In Statistics and Probability

1. M. Burns
2. A. Vanderheyden
3. E. Shapiro
4. James D. Stocker
5. R. Kubina
6. Milena A. Keller‐Margulis
7. John M. Hintze
8. G. Lukito

Citations in the corpus

• Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics (2008, methodology): “In current models of response to intervention, CBM scores are typically used to determine those students in need of interventions beyond those provided through the core programs in reading and math (e.g., VanDerHeyden & Burns, 2005).”
• Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction (2010, background): “…comprehension, time on task, and learning growth significantly increase when the task demands represent an instructional level for both math and reading (Burns, 2002, 2007; Gickling & Armstrong, 1978; Gickling, Shane, & Croskery, 1989; Treptow, Burns, & McComas, 2006; VanDerHeyden & Burns, 2005).”
• Impact of Cover, Copy, and Compare on fluency outcomes for students with disabilities and math deficits: A review of the literature (2017, background): “…modify instruction, instructional materials, and assessment that enable students to effectively execute practice at a specific level of performance (Burns, Codding, Boice, & Lukito, 2010; Daly & Martens, 1994; Daly, Martens, Kilmer, & Massie, 1996; Kubina, 2005; VanDerHeyden & Burns, 2005, 2008).”
• A Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education. (2007, background): “Future analyses should attempt to quantify the cost of assessment and intervention services provided through RTI models and obtain concurrent measures of student performance to evaluate the degree to which child outcomes are improved (VanDerHeyden & Burns, 2005).”