The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning

Abstract

This study examined the educational effects of repeated curriculum-based measurement and evaluation. Thirty-nine special educators, each having three to four pupils in the study, were assigned randomly to a repeated curriculum-based measurement/evaluation (experimental) treatment or a conventional special education evaluation (contrast) treatment. Over the 18-week implementation, pedagogical decisions were surveyed twice; instructional structure was observed and measured three times; students’ knowledge about their learning was assessed during a final interview; reading achievement was tested before and after treatment. Analyses of covariance revealed that experimental teachers effected greater student achievement. Additional analyses indicated that (a) experimental teachers’ decisions reflected greater realism about and responsiveness to student progress, (b) their instructional structure demonstrated greater increases, and (c) their students were more aware of goals and progress.

The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English

“…In this study we use the general term ''fluency'' to refer to students being able to read pseudowords in first grade, and real words in connected text in second and third grades with speed and accuracy in both, Spanish and English. Although this definition of fluency is somewhat narrow, it has considerable standing in educational research (Crosson & Lesaux, 2009;Deno, Mirkin, & Chiang, 1982;Fuchs, Deno, & Mirkin, 1984;Fuchs, Fuchs, Hosp, & Jenkins, 2001;Klauda & Guthrie, 2007;Shinn, Good, Knutson, Tilly, & Collins, 1992;Wolf & Katzir-Cohen, 2001). …”

Emerging Procedures in Narrative Assessment

“…Once a child has been identified as having a language disorder that involves difficulties with narrative language, an intervention program is typically implemented and progress toward specific goals is measured (Deno, 2003;Fuchs, Deno, & Mirkin, 1984). Although norm-referenced tests are very useful for diagnosing and predicting impairment in narrative performance, they are not designed for the purpose of monitoring progress (McCauley & Swisher, 1984;Zhang & Tomblin, 2003).…”

Using Curriculum-Based Measurement for Beginning Writers Within a Response to Intervention Framework

“…Those variables that effect the greatest changes in brief time periods are selected as part of an individualized intervention. This approach fits well within an experimental teaching framework (Deno & Mirkin, 1977;Fuchs, Deno, & Mirkin, 1984), where instructional changes are identified in a systematic way and effects are monitored to ensure academic progress. Yet, important questions need to be addressed, such as: How many data points are needed to indicate which instructional variables are related to positive change?…”