[DOWNLOAD] "Evaluating Curriculum-Based Measurement from a Behavioral Assessment Perspective (Report)" by The Behavior Analyst Today ~ eBook PDF Kindle ePub Free

eBook details

Title: Evaluating Curriculum-Based Measurement from a Behavioral Assessment Perspective (Report)
Author : The Behavior Analyst Today
Release Date : January 01, 2008
Genre: Psychology,Books,Health, Mind & Body,
Pages : * pages
Size : 112 KB

Description

Curriculum-based measurement for reading (CBM-R) procedures were developed in the late 1970's and early 1980's as a set of standardized assessment tools for gauging students' academic performance in reading. It was developed in order to provide teachers with an efficient, easily understood measurement system yielding relevant data about students' level of performance, as well as their reading growth over time (Deno, 1985). Educators and researchers have noted that an important characteristic of CBM-R is its ability to measure both inter-individual differences in groups of students as well as intra-individual change within specific students (Fuchs & Fuchs, 1998; Fuchs, Fuchs, & Speece, 2002). While CBM-R data were initially used exclusively to guide low-stakes educational decisions (Deno, 1985; Deno, 1986; Deno, Marston, & Tindal, 1985; Deno & Shinn, 1989), CBM-R data are now being used for making high-stakes decisions (i.e., special education eligibility) within Response to Intervention (RtI) models. Several features distinguish CBM-R procedures from other standardized measures used to assess students' reading. First, the assessment materials are relatively cheap and it requires little time to administer probes to students. Second, CBM-R is meant to be a measurement of students' global reading performance, which allows for practitioners to evaluate how students' are progressing toward towards long-term goals (Deno, Fuchs, Marston, & Shin, 2001; Fuchs, Fuchs, Hamlett, Walz, & Germann, 1993). Finally, as described by Deno et al.