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

An Evaluation of the Word Triad Method for Monitoring Spelling Progress

“…Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals CBM can judge the adequacy of student progress and the need to change instructional programs. Researchers have demonstrated that CBM can be used to improve the scope and usefulness of program evaluation decisions (Germann & Tindal, 1985) and to develop instructional plans that enhance student achievement (Fuchs, Deno, & Mirkin, 1984;Fuchs, Fuchs, & Hamlett, 1989a).…”

Developing Curriculum-Based Measurement Systems For Data-Based Special Education Problem Solving

“…Systematic observations of performance in the curriculum provide the basis for formulating initial hypotheses about strategies for improving student growth (Howell, 1986). Additionally, ongoing assessment of students' curricular progress, in response to alternative instructional programs, has been demonstrated to effect much higher achievement levels than traditional approaches to program development (Fuchs, Deno & Mirkin, 1984;Fuchs & Fuchs, 1986-b).…”

“…In a significant experimental study comparing the effectiveness of teachers using CBM procedures to those not using CBM procedures, this combination strategy was employed (Fuchs, Deno, & Mirkin, 1984), with significant achievement benefits accruing to students taught with CBM.…”

Use of Curriculum-Based Measurement in Identifying Students with Disabilities

“…and formatively improving those plans over time (Fuchs, Deno, & Mirkin, 1984;Fuchs, Fuchs, Hamlett, & Stecker, 1991;Jones & Krouse, 1988;Wesson, 1991), decertifying and reintegrating students into general education (Allen, 1989;Fuchs, Fuchs, & Fernstrom, 1993), and evaluating the effectiveness of school programs (Germann & Tindal, 1985 ;Marston, 1987Marston, -1988.…”