Effects of Expert System Advice Within Curriculum-Based Measurement on Teacher Planning and Student Achievement in Spelling

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Abstract
The purpose of this study was to assess the effects of computerized expert system advice within curriculum-based measurement (CBM) on teacher planning and student achievement in spelling. Thirty teachers were assigned randomly to three groups: CBM with expert system advice (CBM-ES), CBM with no expert system advice (CBM-NES), and control (i.e., no CBM). Teachers implemented treatments for 18 weeks. Both CBM groups achieved better than the control group, with no reliable difference between CBM groups. Analysis of the teachers' instructional programs indicated that the CBM-NES teachers provided more direct instruction on skills, whereas CBM-ES teachers utilized more drill and practice. Results are discussed in terms of types of instructional adjustments and ongoing assessment information that may be useful in teacher planning.