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Curriculum-Based Measurement (CBM)

Curriculum-Based Measurement (CBM). URI – EDC 452. What is CBM?. Curriculum-based measurement, or CBM, is a method of monitoring student educational progress through direct assessment of academic skills.

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Curriculum-Based Measurement (CBM)

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  1. Curriculum-Based Measurement (CBM) URI – EDC 452

  2. What is CBM? • Curriculum-based measurement, or CBM, is a method of monitoring student educational progress through direct assessment of academic skills. • CBM can be used to measure basic skills in reading, mathematics, spelling, and written expression. It can also be used to monitor readiness skills. • When using CBM, the instructor gives the student brief, timed samples, or "probes," made up of academic material taken from the child's school curriculum

  3. What is CBM? • CBM probes are given repeatedly in a short span of time, even daily if desired. • The resulting information is graphed to demonstrate student progress.

  4. What is CBM? • CBM measures Fluency - the speed with which a student is able to produce correct answers on an academic task: • Examples: • Reading: number of words correctly read aloud in one minute • Math: number of digits correctly computed on a worksheet in two minutes

  5. What is CBM? • CBM measures Fluency - the speed with which a student is able to produce correct answers on an academic task: • Justification: • Children must acquire basic skills before they can move into more challenging curriculum demands • A student's speed, or proficiency, in an academic skill is very important • CBM gives accurate information about the rate at which individual children are able to complete academic tasks. • CBM also can be used to directly compare the performance of targeted students to classroom or grade-wide norms to determine whether a particular child is as fluent as classmates in a given skill-area

  6. CBM - Reading • When using CBM to measure reading fluency, the examiner sits down individually with the child and has the student read aloud for 1 minute from each of 3 separate reading passages randomly chosen from a reading book.

  7. CBM - Reading • During the student's reading, the examiner makes note of any decoding errors made in each passage. • Then the examiner calculates the number of words correctly read in the passage.

  8. CBM - Reading • Next, the examiner compares the word-totals correctly read for the 3 passages and chooses the middle, or median, score. • This median score serves as the best indicator of the student's "true" reading rate in the selected reading material. **Remember – CBM is focused on fluency, not comprehension

  9. CBM - Reading

  10. CBM - Reading • Fluency Rate: Total words attempted - errors = Correctly read words

  11. CBM - Reading • Fluency Rate: Total words attempted - errors = Correctly read words

  12. CBM - Reading • Common Errors: Mispronunciations: • ExampleText: Emma had found the leprechaun’s magic coin.Student: "Emma had find the leprechaun’s magic coin. "

  13. CBM - Reading • Common Errors:Omission: • Example Text: Emma had found the leprechaun’s magic coin.Student: " Emma had found the leprechaun’s coin. “**Adjust total words attempted (minus number of words omitted)

  14. CBM - Reading • Common Errors: Transposition of word-pair: • Example:Text: Emma had found the leprechaun’s magic coin.Student: " Emma had found the magic leprechaun’s coin. " • ** Use median fluency rate for CBM (at least 3 reading probes to determine fluency score) **

  15. CBM - Reading

  16. CBM - Math • There are 2 types of CBM math probes: • Single-skill worksheets (those containing like problems) and • Multiple-skill worksheets (those containing a mix of problems requiring different math operations). • Single-skill probes give instructors good information about students' mastery of particular problem-types, while multiple-skill probes allow the teacher to test children's math competency on a range of objectives.

  17. CBM - Math

  18. CBM - Math

  19. CBM - Math • Scoring: • Traditional approaches to computational assessment usually give credit for the total number of correct answers appearing on a worksheet. • If the answer to a problem is found to contain one or more incorrect digits, that problem is marked wrong and receives no credit. • CBM assigns credit to each individual correct digit appearing in the solution to a math fact.

  20. CBM - Math • Scoring:

  21. CBM - Math • Scoring:

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