Implementing Curriculum-Based Measurement in Special and Regular Education Settings

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Abstract
Curriculum-based measurement offers special and regular educators an alternative to traditional standardized achievement testing. As a viable alternative assessment system it has been developed as a technically adequate approach in which pupil progress may be monitored frequently in the curriculum. The studies presented in this article document the benefits of implementing CBM in both special and regular education settings. In Study I CBM is demonstrated to be a valid and reliable measurement system that aides teacher decisions regarding student placement, progress, and intervention effectiveness in an elementary school. A survey of teacher attitudes is also presented. Study II outlines the implementation of CBM in a large school-based resource program serving 1,100 mildly handicapped children. The data presented for this study indicate that CBM may be successfully utilized in making screening, identification, program planning, progress monitoring, and program evaluation decisions for children with learning difficulties.