This article addresses the use of curriculum-based measurement (CBM) techniques within regular education settings. Specific CBM decision-making strategies in the areas of mathematics operations are described. Successful application of these strategies in 40 elementary classes, each with at least 1 student with a learning disability, is also…

This meta-analysis explored how measuring progress toward long- versus short-term goals relates to contrasting outcome measures of student achievement. Twenty-one controlled studies, that provided sufficient data for the calculation of effect size, were coded in terms of measurement method (toward long- versus short-term goals) and type of…

Two approaches to measurement for instructional decision making (specific subskill mastery measurement and general outcome measurement) are described and illustrated with case studies. The paper concludes that measuring general outcome indicators can bridge traditional and contemporary assessment paradigms to form an innovative approach to…

This study of 63 students (in grades 2-8) with mild to moderate disabilities found that students in classrooms using curriculum-based measurement (CBM) achieved better than controls on reading measures. The study also found that students of teachers who received CBM expert system instructional consultation achieved better than others on written…