CBM is not an effective assessment instrument for teachers
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journal article Show The Journal of Negro Education Vol. 75, No. 1 (Winter, 2006) , pp. 16-24 (9 pages) Published By: Journal of Negro Education https://www.jstor.org/stable/40026500 Abstract The purpose of this article is to provide readers with an overview of Curriculum-Based Measurement (CBM). Special education is often used for meeting the needs of African American children and youth. Assessment reform is needed that emphasizes reliable and valid alternative assessment, linkages to the curriculum, and progress monitoring. CBM may be a viable alternative to current norm-referenced assessment practices that are often biased toward African American children and youth. Journal Information The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people; and third, to stimulate and sponsor investigations of issues incident to the education of Black people. Publisher Information The Journal of Negro Education (JNE), a scholarly refereed journal, was founded at Howard University in 1932. It is one of the oldest continuously published periodicals by and about Black people. At the time of its inception, however, there was no publication that systematically or comprehensively addressed the enormous problems that characterized the education of Blacks in the United States and elsewhere. Rights & Usage This item is part of a JSTOR Collection. journal article Applied Curriculum-Based Measurement as a Predictor of High-Stakes Assessment: Implications for Researchers and TeachersThe Elementary School Journal Vol. 111, No. 4 (June 2011) , pp. 608-624 (17 pages) Published By: The University of Chicago Press https://doi.org/10.1086/659034 https://www.jstor.org/stable/10.1086/659034 Abstract Abstract As part of a Response to Intervention (RTI) model, curriculum-based measurement (CBM) is an evidence-based assessment system that uses screening and formative assessments to help guide instruction. The two primary purposes of this study are to examine the relations between the easyCBM benchmark measures and a statewide large-scale assessment and to establish the optimal cut scores for the CBM measures. The easyCBM benchmark measures are used in 13 states through an online assessment system designed for use in an RTI context. Utility of the assessment system is examined through evidence related to predictive and systemic validity evidence. Included are a regression and a receiver operating characteristics (ROC) analysis of the relation between the benchmark assessments and a statewide large-scale reading test using a sample of approximately 3,600 students in grades 4 and 5. Results indicate strong concurrent validity and show the vocabulary measure as a robust predictor across grades. Journal Information Current issues are now on the Chicago Journals website. Read the latest issue.The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. Publisher Information Since its origins in 1890 as one of the three main divisions of the University of Chicago, The University of Chicago Press has embraced as its mission the obligation to disseminate scholarship of the highest standard and to publish serious works that promote education, foster public understanding, and enrich cultural life. Today, the Journals Division publishes more than 70 journals and hardcover serials, in a wide range of academic disciplines, including the social sciences, the humanities, education, the biological and medical sciences, and the physical sciences. Rights & Usage This item is part of a JSTOR Collection. What are the disadvantages of CBM?However, CBM does have some disadvantages. The curriculum is evaluated, not the instructional methods. Focusing only on the curriculum limits students' creativity and teachers' flexibility to navigate into new methods of instruction.
What does CBM stand for in assessment?Curriculum-based measurement (CBM) is an approach to measuring students academic growth along with evaluating the effectiveness of instruction in the classroom (Deno, 1985).
What are the advantages of CBM?CBM graphs can help create a common understanding among parents, teachers, administrators, and other professionals (such as school psychologists). If your child receives special education services, CBM graphs can increase productive communication at IEP meetings about the child's current performance level.
What are CBMS designed to measure?Curriculum-Based Measurement (CBM) is a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling. CBM can be helpful to parents because it provides current, week-by-week information on the progress their children are making.
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