Developments in Curriculum-Based Measurement

By S. Deno. 2003

678 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/e25bc97a06fed7384a299d5fee65e19aea1ebe7c

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In Developmental and Educational Psychology

In Safety Research

Citations in the corpus

Performance Indicators in Math: Implications for Brief Experimental Analysis of Academic Performance (2009, background): “Because CBM can reflect student growth over time and in response to certain instructional strategies, it facilitates contextualized decisionmaking and promotes active problem-solving to accelerate learning ( Deno 2003 ).”
The Narrative Language Measures: Tools for Language Screening, Progress Monitoring, and Intervention Planning (2012, background): “schools, a popular assessment approach is to use curriculum-based measurement (CBM), which facilitates repeated sampling of student performance in content that closely aligns with the school’s local curriculum (Deno, 2003).”
The No Child Left behind Act, Adequate Yearly Progress, and Students with Disabilities (2006, background): “Frequent and appropriate use of progress monitoring leads to increased academic achievement (Deno, 2003; Fuchs & Fuchs, 1986).”
Video Feedforward for Reading (2006, background): “It is also recommended as appropriate for special education and for English language learners (Deno, 2003).”
Progress Monitoring Measures in Mathematics (2007, positive): “In recent years, as general educators and policymakers have emphasized greater accountability for schools’ efforts to teach all children, many researchers and practitioners have asserted the utility of progress monitoring—particularly in reading—for increasing numbers of students, regardless of disa”
Curriculum-Based Measures of Beginning Writing: Technical Features of the Slope (2011, methodology): “Although CBM traditionally has been used by special educators to monitor student progress toward goals on individualized education programs (Deno, 2003), it has received increasing attention as a viable approach to track student progress toward academic standards mandated by the No Child Left…”
Using Progress-Monitoring Data to Improve Instructional Decision Making (2008, positive): “It is important that these brief, global measures are reliable, in that alternate forms produce consistent scores; and CBM measures are valid, with student scores serving as indicators of overall proficiency in academic subjects (e.g., Christ & Vining, 2006; Deno, 1992, 2003; L. S. Fuchs, Fuchs, H”
Emerging Procedures in Narrative Assessment: The Index of Narrative Complexity (2008, background): “Once a child has been identified as having a language disorder that involves difficulties with narrative language, an intervention program is typically implemented and progress toward specific goals is measured (Deno, 2003; Fuchs, Deno, & Mirkin, 1984).”
A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing (2005, background): “A substantial research literature has developed to demonstrate that CBM can be used effectively to gather student performance data to support a wide range of educational decisions (Deno, 2003).”
Curriculum-Based Measures and Performance on State Assessment and Standardized Tests (2006, methodology): “The reliability of CBM has been established for over a decade ( Deno, 2003; Shinn, 1989).”
Implications of Recent Research (2008, methodology): “In that study, Allinder, Fuchs, Fuchs, and Hamlett (1992) reported that teachers and curriculum supervisors provided positive evaluations for the content of CBM-M.”
Short-Term Estimates of Growth Using Curriculum-Based Measurement of Oral Reading Fluency: Estimating Standard Error of the Slope to Construct Confidence Intervals (2006, neutral): “Curriculum-based measurement (CBM) procedures were developed to index the effects of instruction on student performance within the curriculum (Deno, 1986; 2003).”
Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics (2008, background): “CBM has increasingly been recommended as a metric for conducting universal screening in early literacy development for kindergarten through Grade 2 (Deno, 2003; Elliott, Huai, & Roach, 2007; VanDerHayden, Witt, Nacquin, & Noell, 2001).”
Identifying Students at Risk, Monitoring Performance, and Determining Eligibility Within Response to Intervention: Research on Educational Need and Benefit From Academic Intervention (2007, background): “Given its documented utility in monitoring progress for students with disabilities (Deno, 2003; Fuchs & Fuchs, 1986b, 1999; Fuchs & Vaughn, 2005), it seems appropriate that it be used to monitor progress as part of the RTI disability determination process.”
Evidence-Based Practices in Special Education: Some Practical Considerations (2008, background): “The reality that no instructional practice, even those that are evidence based, is guaranteed to work with every student underscores the need for using formative assessment (Deno, 2006).”