1. Curriculum-Based Measurement for Student Assessment
Michelle Baker
Sherry Caron
Jill Ward

2. Brief History of CBM First developed by Stan Deno in the late 1970’s
Purpose initially established for students with learning disabilities
Field tested in 1985 as a reliable tool for utilizing with all learners

3. Using CBM in the Classroom
Evaluate: select a target learning goal, use timed, repeated probes to assess mastery of learning goal, chart progress over specified time frame
Measure: basic skills in reading, math, spelling, written expression, and readiness skills
Monitor: student progress and intervene as necessary indicated by hard data presented in graphs

4. Curriculum-Based Measures Correlate to General Outcome Measures
General Outcome Measures (GOMs) parallel formative assessment to:
inform teaching
ensure accountability
Using CBMs adds systematic formative assessment to current practices for teachers, students, parents, and administrators
Adapted from

5. CBM Advantages Direct Measurement Target Learning Goals
Teacher Friendly
Minimal time to implement
Visual Interpretation of hard data
Respective to the learner
Frequent progress monitoring
Research based

6. Research Findings

7. Reliability and Validity
42 one-minute CBM type assessments in reading, math, and written expression for grades K-5 were found to have reliability coefficients between with just three, one minute administrations (Jenkins, 2002)
Several studies have demonstrated the ability of CBM to differentiate between students receiving special education services, students receiving Chapter 1 services, and students not receiving any of those services (Deno, Marston, Shinn, and Tidal, 1983)
Adapted from

8. Examples of CBMs

12. Statewide Norms
Statewide Norms are segmented into three categories: Fall, Winter, and Spring. These charts represent Fall and Spring Norms for Kindergarteners.

13. Third grade Fall and
Spring Norms.

14. Fifth grade Fall and
Winter Norms.

15. Authentic Student Sample of Progress Monitoring

16. Reviewing What We Learned:
Focus on a Clearly Defined Learning Target
Research Based
Visual Interpretation
of Data
Teachers and Students can Partner in Spirit of Assessment through Charting Progress
Time Efficient
Informative Decision Making Process about Interventions, Progress, and New Goals