Developed specifically to overcome problems with traditional standardized instruments--and widely used in both general and special education settings throughout the US--curriculum-based measurement (CBM) comprises brief assessment probes of reading, spelling, written expression, and mathematics that serve both to quantify student performance and to bolster academic achievement. Building on the basic concepts described in a previous volume, Curriculum-Based Measurement, this work presents new and enhanced assessment techniques and elaborates an advanced problem-solving model for use in educational evaluation and planning. Broadening the applications of CBM methodology, contributors discuss its implementation with diverse populations including preschoolers, members of cultural and linguistic minority groups, and secondary students. Special features include reproducible forms guiding decision-making about the reintegration of students from special to general education.
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"This book is a 'must' in the gradute preparation and the continuing education of school psychologists. Its content is essential to system reform efforts and to improving the education performance of low-achieving students." --Daniel Reschly, PhD, Distinguished Professor, Iowa State University
"Finally, a book that takes curriculum-based measurement to the next level. Using a school-based problem solving model, each chapter shows how to apply CBM in day-to-day realities of assessing diverse students' learning.
"Timing couldn't be better. Recent changes in special education and compensatory education assessment requirements makes this book a great find. It shows how to extend the use of CBM to a broader range of learning needs and assessment.
"Research-based, practical, and functional. Advanced Applications of Curriculum-Based Measurement demonstrates how CBM can be integrated into a problem-solving approach to address needed information for instruction, learning, and assessment." --Judy Elliott, PhD, National Center on Educational Outcomes, University of Minnesota
"This book is a 'must' in the gradute preparation and the continuing education of school psychologists. Its content is essential to system reform efforts and to improving the education performance of low-achieving students." --Daniel Reschly, PhD, Distinguished Professor, Iowa State University
"Given its focus, methods, and problem-solving utility, Curriculum-Based Measurement (CBM) is arguably the most important educational assessment technology currently available; the content of this text shows the reader why this is so. This book presents in a clear and concise fashion the most recent developments in the area of educational assessment known as curriculum-based measurement (CBM). This book is the perfect companion and follow-up to its predecessor, Curriculum-Based Measurement: Assessing Special Children, published by Guilford in 1989. The earlier text focused on the basics of CBM including its assessment philosophy, tools and strategies, technical adequacy information, and its usefulness for making educational decisions. Now, the contributors to this book present the full array of exciting recent developments in CBM applications and research, framed within a problem-solving model of professional educational practices. The authors individually and collectively demonstrate how the systematic use of CBM can contribute to the resolution of some of the most challenging and important problems facing educators today. As such, this book should be at the top of the 'must read' list of all professionals in the field of education." --Gary Stoner, PhD, Associate Professor and Director, School Psychology Program, University of Massachusetts at Amherst
"Finally, a book that takes curriculum-based measurement to the next level. Using a school-based problem solving model, each chapter shows how to apply CBM in day-to-day realities of assessing diverse students' learning.
"Timing couldn't be better. Recent changes in special education and compensatory education assessment requirements makes this book a great find. It shows how to extend the use of CBM to a broader range of learning needs and assessment.
"Research-based, practical, and functional. Advanced Applications of Curriculum-Based Measurement demonstrates how CBM can be integrated into a problem-solving approach to address needed information for instruction, learning, and assessment." --Judy Elliott, PhD, National Center on Educational Outcomes, University of Minnesota
"This book is a 'must' in the gradute preparation and the continuing education of school psychologists. Its content is essential to system reform efforts and to improving the education performance of low-achieving students." --Daniel Reschly, PhD, Distinguished Professor, Iowa State University
"Given its focus, methods, and problem-solving utility, Curriculum-Based Measurement (CBM) is arguably the most important educational assessment technology currently available; the content of this text shows the reader why this is so. This book presents in a clear and concise fashion the most recent developments in the area of educational assessment known as curriculum-based measurement (CBM). This book is the perfect companion and follow-up to its predecessor, Curriculum-Based Measurement: Assessing Special Children, published by Guilford in 1989. The earlier text focused on the basics of CBM including its assessment philosophy, tools and strategies, technical adequacy information, and its usefulness for making educational decisions. Now, the contributors to this book present the full array of exciting recent developments in CBM applications and research, framed within a problem-solving model of professional educational practices. The authors individually and collectively demonstrate how the systematic use of CBM can contribute to the resolution of some of the most challenging and important problems facing educators today. As such, this book should be at the top of the 'must read' list of all professionals in the field of education." --Gary Stoner, PhD, Associate Professor and Director, School Psychology Program, University of Massachusetts at Amherst
About the Author
Mark R. Shinn, PhD, University of Oregon.
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First Sentence:
Curriculum-Based Measurement (CBM) is a set of standard simple, short-duration fluency measures of reading, spelling, written expression, and mathematics computation. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
correct writing sequences, incorrect word sequences, general education reading instruction, severe discrepancy between intelligence, instructional placement standards, perception probes, severe educational needs, oral reading probes, reintegration decision, implications facet, state graduation test, actual reintegration, consequences facet, predicting student performance, developing local norms, general education peers, low reading skills, math probes, special education decisions, early literacy skills, general education students, students with mild disabilities, phonological awareness skills, oral reading fluency, vocabulary matching Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Problem Certification, Department of Education, Guilford Press, Exploring Solutions, School Psychology Review, United States, National Association of School Psychologists, Phonemic Segmentation Fluency, University of Oregon, Problem Validation, Diane Fernandez, Journal of Learning Disabilities, Content Planning Worksheet, Maze Test, Survey-Level Assessment, Annie Hernandez, Matthew Stone, Omar Faruk, Onset Recognition Fluency, Stephens Report, Sylvia Montegro, American Psychologist, Houghton Mifflin, Lewis Campbell New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Curriculum-Based Measurement (CBM) is a set of standard simple, short-duration fluency measures of reading, spelling, written expression, and mathematics computation. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
correct writing sequences, incorrect word sequences, general education reading instruction, severe discrepancy between intelligence, instructional placement standards, perception probes, severe educational needs, oral reading probes, reintegration decision, implications facet, state graduation test, actual reintegration, consequences facet, predicting student performance, developing local norms, general education peers, low reading skills, math probes, special education decisions, early literacy skills, general education students, students with mild disabilities, phonological awareness skills, oral reading fluency, vocabulary matching Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Problem Certification, Department of Education, Guilford Press, Exploring Solutions, School Psychology Review, United States, National Association of School Psychologists, Phonemic Segmentation Fluency, University of Oregon, Problem Validation, Diane Fernandez, Journal of Learning Disabilities, Content Planning Worksheet, Maze Test, Survey-Level Assessment, Annie Hernandez, Matthew Stone, Omar Faruk, Onset Recognition Fluency, Stephens Report, Sylvia Montegro, American Psychologist, Houghton Mifflin, Lewis Campbell New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 26
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14
books
cite this book:
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- School Psychology: Essentials of Theory and Practice on 4 pages
- School Interventions for Children of Alcoholics by Denise M. DeZolt in Front Matter, and Back Matter
- Instructional Consultation (School Psychology Series) by Sylvia Rosenfield in Front Matter, and Back Matter
- Entry Strategies for School Consultation by Edward S. Marks in Front Matter, and Back Matter
- San Francisco (Windsor Destination Guides) by Wolfgang Fuchs on page 85, and page 293
See all 26 books this book cites
- Schools and Families: Creating Essential Connections for Learning by Sandra L. Christenson in Front Matter, and Back Matter
- Medications for School-Age Children: Effects on Learning and Behavior by Ronald Brown. in Front Matter
- DSM-IV Diagnosis in the Schools, Revised Edition (The Guilford School Practitioner Series) by Alvin E. House Phd in Front Matter
- Traumatic Brain Injury in Children and Adolescents: Assessment and Intervention by Margaret Semrud-Clikeman in Front Matter
- Helping Schoolchildren Cope with Anger: A Cognitive-Behavioral Intervention by Jim Larson PhD in Front Matter
See all 14 books citing this book
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