Definition: CBMs are standardized assessments focused on long-term goals that measure progress within many skill domains. CBM was created to be administered regularly throughout the school year. They are easy to administer and score. They provide ongoing data that is used to make instructional decisions.
Why it matters: The increase in accountability and Data Based Decisions within IDEA are addressed by the use of CBM. CBM has good validity and reliability as well as treatment validity. Treatment validity means that the assessment (CBM) also assesses the instruction or treatment being used.
Example of use: A teacher gives CBM-R to her 3rd grade class at the beginning of the year. She identifies one student that scores well below everyone else. She administers 2 additional CBM-R tasks to this student and creates a baseline. Using national benchmarks, she creates a goal line for the student and administers CBM-R once a week to measure the student’s progress. After about 6 weeks, the teacher decides the student is not making enough progress to meet his benchmark and selects an evidence-based reading intervention. The teacher continues to monitor the student weekly during the intervention.
Fuchs, L. S., & Fuchs, D. (1999). Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment. School Psychology Review, 28(4), 659.
Hosp, M. K., & Hosp, J. L. (2003). Curriculum-Based Measurement for Reading, Spelling, and Math: How to Do It and Why. Preventing School Failure, 48(1), 10-17.