Curriculum Based Measuresvs. Formal Assessment

Curriculum Based Measuresvs. Formal Assessment

What does it mean to me?

Why bother?

Goals for this class

• General Principles:• Compare CRT, CBA, CBM, Formal tests• Understand why & how we use CBM?• Understanding Formal Assessment for achievement

• Specific to your own project• What CBM measures would you give & why

CBA vs. CBM

• CBA=instructional tool based upon assessment of curricular information. (Glickling & Havertape, 1981)

• Test items taken from curriculum• Repeated measurement over time• Use of information for instruction

• Validated approach but less so than CBM.• CBA measures mastery and CBM measures

general outcome over time (Hosp & Hosp, 2003)

Why CBA is not used?

• Perception of difficulty

• Time demands

• Efficacy with CBA

• State or district guidelines & performance objectives

CBM

• Assess student’s academic growth repeatedly over time

• Provide strategies to support student’s needs

• Ascertain the need for additional diagnostic testing (Howell & Nolet, 1999).

• Evaluate and improve instructional efficacy (Deno, 1985).

• Progress monitoring not mastery achievement (Fuchs, 2006).

CBM & RTI

• CBM provides us with the tools for monitoring and enhancing student growth and reflecting and changing our instructional practices.

• CBM also provides us with information in the area of diagnostic evaluation.

• To identify non-responders we have to show a discrepancy in performance and growth between student and peers.

Assessment as Problem-Solving

What characterizes effective problem solving?

Generating as many alternative solutions as possible and

Testing ideas in a systematic mannerIEP is used for problem solving

Problem-Solving Process

• Problem identification• Observing & recording student performance

• Problem definition• Describing the difference between actual & expected

performance

• Exploring alternative solutions• Goal setting, program planning

• Implement & evaluating solutions • Progress monitoring

• Problem solution

Back to Joshua

• Problem identification

• Possible solutions

• Plan of action

Need for CR-CBA-CBM

• Lack of focus

• Teachers & students are uncertain about what the key indicators of growth in basic skills are.

• Current focus is on standards and PACT• Problems with commercial achievement tests

• Failure to describe growth• Reliance on face validity• Small sample, relationship to curriculum

• Why CBM and not CRT or CBA?

Curriculum-Based Measurement-Big Picture-

• CBM is a general outcome indicator that measures “vital signs” of student achievement in areas of literacy or basic skills

• CBMs function as “academic thermometers” designed to monitor student’s growth in literacy or basic skills

• It is an efficient and accurate way of assessing the effects of our instruction during the course of instruction (formative evaluation vs. summative evaluation)

Curriculum-Based Measurement-Details-

• CBM is sensitive to difference among individuals and within individuals

• Sensitive to the short-term effects of instruction• Characteristics

• Indicator of student academic progress

• Direct & Repeated measurement

• Time-series graphic displays

• Individually-referenced & goal referenced

• Data decision rules

• Aimlines & trendlines

What is Measured?

• Reading √ Words read aloud

• Written Expression √ Words written in response to a story starter

• Spelling √ Words spelled from dictation

• Math √ Math problems completed correctly

NOTE: see handout on details

How Do We Measure?

• Use a task of constant difficultyWhen level remains constant we can see changes in

student performance

• Choose task from same pool of material

• CBM describes changes in performance on a specific level

Procedures for Graphing

• Collect baseline performance• Set goals• Continually chart student progress• Summarize data

• Aimlines• Trend lines

Data Interpretation

• Use data to monitor student progress

• Goal-oriented analysis

• Interpret data to determine instructional changes

√ Deciding when to change

Deciding what to change

• Program adjustments must be introduced and maintained for a period of time

• Choose substantial changes• Clearly specify the changes

Problem Identification

• A problem is defined as a difference between what is expected in the general education curriculum and how the student performs.

• If the discrepancy is large enough, formal assessment is warranted.

Problem Certification

• How severe is the problem?• Is the problem so severe that it is

unlikely to be addressed successfully in the regular education curriculum?

• What resources may be necessary to resolve the problem?

Exploring Solutions

• What are the goals of intervention?

• What is the content of the intervention?

• What is the process of the intervention?

Evaluating Solutions

• Is the intervention successful

• Is the student attaining the established goals?

• If not, does the intervention need modification or is the student in need of a different intervention?

Problem Solution

• Is the discrepancy between expected and actual performance still important?

• If not can the additional resources be reduced or eliminated?

Target criteria by grade level

• One example

Next pages from Michele Hosp Presentation on CBM Norms for ORF

Let’s practice

• Let’s do a one minute reading sample

• How did you do recording?

• Example:

• Median: 45

• Assume 1.5 words week for 36 weeks= 54

• Aim= 45 + 54 = 99 words per minute

Baseline Reading Probes 1: 45 words per minute

2: 42 words per minute

3: 46 words per minute

Goals & Benchmarks

• In 36 weeks, when given a passage from the second grade reader, Jeremy will correctly read 99 words per minute.

• Every nine weeks, when given a passage from the second grade reading textbook and one minute to read, Jeremy will read 13-14 correct words over the number of words read correctly at the previous 9 week measurement.

Aligning CBM and curriculum

• Dissect ELA curriculum

• Create 1 minute samples with one to three passages from each story read.

• Sample should be at the student’s instructional level.

• Authentic passages from a number of sources

• Calculate the readability of each passage.

• Determine baseline & aim line

CBM and Tests

• Helwig & Tindal (2002) no differences between general outcome measures and state tests using CBM and mathematics.

• Epsin, Shinn & Busch (2005). Validity for using vocabulary matching tasks in content areas such as social studies.

• Teachers who believe in CBM had students who had better results and higher trend lines.

Resources

• Intervention Central

• http://www.interventioncentral.org

• OKAPI - CBM reading probes• http://www.interventioncentral.org/htmdocs/tools/okapi/okapi.php

• See other resources online

• Other Documents for resources• CBMprogressmonitoringinReading.pdf

• CBMprogressmonitoringinMath.pdf

• CBM data collection