Content area

Abstract

One of the best methods of formative assessment in academic areas and a method that exemplifies the characteristics of good measures is Curriculum-Based Measurement (CBM; Deno, 1985). Developed at the University of Minnesota in the early 1970's, CBM has been researched in academic areas including mathematics computation, concepts, and applications; early numeracy; reading; early literacy; writing; spelling; science; and social studies. This paper describes Mathematics-CBM (M-CBM), including a brief history, basic procedures, implications for practice, and further resources. In addition, this paper reviews the research that supports the use of M-CBM. The intended audience is practitioners or researchers who are seeking more information on M-CBM procedures and the research that supports the use of these procedures. Resources for CBM Information are appended. (Contains 4 tables.)

Details

Title
Curriculum-Based Measurement in Mathematics: An Evidence-Based Formative Assessment Procedure
Author
Lembke, Erica S.; Stecker, Pamela M.
Pages
34
Publication year
2007
Source type
Report
Language of publication
English
ProQuest document ID
889925304
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