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Preface, Jack J. Kramer

Curriculum-Based Measurement

This volume in the Buros-Nebraska Series on Measurement and Testing provides current information on the development and implementation of curriculum-based measurement. As the title of the volume suggests, effective measurement of children's classroom achievement is not a new problem. Curriculum-based measurement provides an interesting and useful alternative to traditional strategies for assessing academic performance.

This volume continues the tradition of including papers given at the annual Buros-Nebraska Symposium on Testing and Measurement as well as additional contributions selected especially for this book. Each of our authors has made significant contributions to the research that has been produced in the area …

3. Enhancing Instructional Programming And Student Achievement With Curriculum-Based Measurement, Lynn S. Fuchs

Curriculum-Based Measurement

Curriculum-based measurement (CBM) is a form of curriculum-based assessment. As such, CBM has three features in common with all curriculum-based assessment approaches (Tucker, 1987): Test stimuli are drawn from the student's curriculum; assessment is ongoing and repeated across time; and assessment data are used to formulate instructional decisions.

Despite these similarities to other forms of curriculum-based assessment, CBM is distinctive because of two important features: It measures student proficiency across the annual curriculum and relics on standardized, prescriptive measurement methods (Fuchs & Dena, in press). The first purpose of this chapter is to explain these two features of CBM, by …

1. Curriculum-Based Measurement, Stanley L. Deno

Curriculum-Based Measurement

In the history of Greek mythology there is a character named Sisyphus who, for sins committed during his lifetime, is condemned to spend eternity pushing a boulder up a hill. No matter how hard Sisyphus tries as he nears the top of the hill, the boulder rolls back down. Sisyphus cannot escape from this continued cycle of effort and failure. Sometimes, when I think about the experiences of many children attempting to learn basic skills in the public schools, I think of the myth of Sisyphus. Too often, it seems to me, no matter how hard they try, they do …

6. Cba: An Assessment Of Its Current Status And Prognosis For Its Future, Mark R. Shinn, Roland H. Good Iii

Curriculum-Based Measurement

The very fact that curriculum-based assessment (CBA) forms the basis of a topic-driven conference at the center of American educational and psychological measurement (i.e., the Buros Institute) is testimony that the strategies are receiving a substantial amount of professional attention. Although debate continues regarding to whom and when the term curriculum-based assessment should be ascribed (Coulter, 1988), without question, its prominence has grown considerably in the last 10 years. Within the last 5 years, school psychology and special education have seen their flagship journals, School Psychology Review and Exceptional Children, devote special volumes to CBA. National organizations such as …

4. Academic Skill Assessment: An Evaluation Of The Role And Function Of Curriculum-Based Measurements, Francis E. Lentz, Jack J. Kramer

Curriculum-Based Measurement

In the most meaningful use of the term assessment, important decisions are made daily by teachers based on their assessment of information obtained from student responses to curriculum-related materials. These assessment decisions may include deciding on extra work or deciding to refer a child for learning or behavior problems. The term curriculum-based assessment (CBA) has been used to encompass a wide range of procedures ranging from these daily informal analyses by teachers, to highly structured measurement systems used in special education systems. Although well-constructed guides exist for some sets of curriculum-based decisions (e.g., Shinn, 1989), there is inadequate empirical research …

2. A Review Of Curriculum-Based Procedures On Nine Assessment Components, Gerald Tindal

Curriculum-Based Measurement

The purpose of this chapter is to describe curriculum-based procedures from a broad perspective that encompasses the major models appearing in the professional literature in the past 10 years. Rather than simply review the major perspectives, operating assumptions, and implementation directives of these models, however, nine criteria are presented for a uniform comparison. These criteria were implicit in the adoption of curriculum-based measurement (CBM) in Pine County, Minnesota during the initial training and field-based research conducted in the early 1980s. Therefore, they can be used both to structure the review and to provide district personnel a focused evaluation strategy for …

5. Curriculum-Based Assessment: Implications For Psychoeducational Practice, Edward S. Shapiro

Curriculum-Based Measurement

The topic of this chapter places me somewhere between Camac the Magnificent and a crystal ball gazer! On the one hand, I am being asked to look into the future and discuss the potential implications of curriculum-based assessment (CBA) for psychoeducational practice. Although my graduate students believe I may have superhuman powers and can be all places at the same time, fortune telling was never one of my talents. On the other hand, like Camac, I obviously believe that CBA is an answer, but I'm not sure what the questions are going to be. In this paper I assume that …

Author Index

Curriculum-Based Measurement

List of Authors (A-Z)

6 pages

Subject Index

Curriculum-Based Measurement

Subject Index (A-Z)

4 pages

Title And Contents, Jane Close Conoley, Jack J. Kramer

Curriculum-Based Measurement

Curriculum-Based Measurement

Contents

Preface vii

1. Curriculum-Based Measurement 1
Stanley L.Deno

2. A Review of Curriculum-Based Procedures on Nine Assessment Components 25
Gerald Tindal

3. Enhancing Instructional Programming and Student Achievement with Curriculum- Based Measurement 65
Lynn S. Fuchs

4. Academic Skill Assessment: An Evaluation of the Role and Function of Curriculum-Based Measurements 105
Francis E. Lentz and Jack J. Kramer

5. Curriculum-Based Assessment: Implications for Psychoeducational Practice 123
Edward S. Shapiro

6. CBA: An Assessment of Its Current Status and Prognosis for Its Future 139
Mark R. Shinn and Roland H. Good, III

Author Index 179

Subject Index 185

Curriculum-Based Measurement- Complete Work, Jane Close Conoley, Jack J. Kramer

Curriculum-Based Measurement

This volume in the Buros-Nebraska Series on Measurement and Testing provides current information on the development and implementation of curriculum-based measurement. As the title of the volume suggests, effective measurement of children's classroom achievement is not a new problem. Curriculum-based measurement provides an interesting and useful alternative to traditional strategies for assessing academic performance. This volume continues the tradition of including papers given at the annual Buros-Nebraska Symposium on Testing and Measurement as well as additional contributions selected especially for this book. Each of our authors has made significant contributions to the research that has been produced in the area …

Teaching Controversial Issues, Suzanne Cherrin

Professional and Organizational Development Network in Higher Education: Archives

There are many topics in our curriculum which are relevant to students lives, affect students personally, and frequently produce emotional responses in the classroom. This article makes suggestions for managing controversy and maximizing the opportunity for active learning.

Risky Business: Making Active Learning A Reality, Charles C. Bonwell

Professional and Organizational Development Network in Higher Education: Archives

Much has been said about the power of active learning as an instructional model. But moving from theory to practice may need some careful thought and timely advice.

Disciplinary Cultures And General Education, Sheila Tobias

Professional and Organizational Development Network in Higher Education: Archives

Is there an unspoken culture that pervades the teaching in a discipline? How does an intelligent outsider recognize its assumptions and mores?

But How Do We Get Them To Think?, Carol A. Weiss

Professional and Organizational Development Network in Higher Education: Archives

We hear this question constantly from faculty these days. This article will describe strategies for motivating and teaching students skills in this area.

The Four Cultures Of The Academy, William H. Bergquist

Professional and Organizational Development Network in Higher Education: Archives

How do the cultures of the academy affect the teaching and learning which is so central to its mission?

Power In College Teaching, Linc. Fisch

Professional and Organizational Development Network in Higher Education: Archives

Teachers carry a lot of power to influence students in both good and bad ways. An awareness of this fact is a blessing and a curse.

Competence: What Does It Mean In Teaching And Learning?, Ronald A. Smith

Professional and Organizational Development Network in Higher Education: Archives

What does it mean to be competent in a field? Our definition of competence influences the way we teach and what we expect from students.

Ten Qualities Of Self-Renewing Faculty, Frederick M. Hudson

Professional and Organizational Development Network in Higher Education: Archives

Keeping ourselves alive and motivated is a never-ending struggle for faculty, who often feel overwhelmed. This author provides some insights into specific ways to keep the creative spirit flourishing.