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| Fuchs, Lynn S. | 4 |
| Fuchs, Douglas | 2 |
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| Journal Articles | 4 |
| Guides - Non-Classroom | 3 |
| Opinion Papers | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
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| Practitioners | 4 |
| Teachers | 4 |
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Fuchs, Lynn S.; Fuchs, Douglas – Diagnostique, 1988
Curriculum-based measurement (CBM) is defined and described through a case study of a fourth-grade student. CBM is suggested as a system for monitoring goal appropriateness, adjusting instructional programs, and formulating instructional improvements. Potential contributions of CBM to special education practice are outlined, and areas of needed…
Descriptors: Case Studies, Disabilities, Elementary Secondary Education, Evaluation Methods
Curriculum-Based Measurement: A Standardized Long-Term Goal Approach to Monitoring Student Progress.
Fuchs, Lynn S.; And Others – Academic Therapy, 1990
Differences between curriculum-based assessment and curriculum-based measurement (CBM) are outlined, and a rationale for CBM's standardized, long-term goal approach to measurement is presented. CBM can be used to develop instructional programs in four ways, including judging the appropriateness of goals and contrasting the efficacy of different…
Descriptors: Elementary Secondary Education, Evaluation Methods, Instructional Development, Instructional Effectiveness
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas – Preventing School Failure, 1991
This paper explains what curriculum-based measurement (CBM) is; presents a case study to describe how special education teachers can use CBM to develop instructional programs, focusing on mathematics; and discusses future directions for ongoing monitoring systems. Four graphs and a skills analysis chart illustrate the case study. (JDD)
Descriptors: Case Studies, Elementary Secondary Education, Evaluation Methods, Instructional Design
Peer reviewedFuchs, Lynn S.; And Others – Exceptional Children, 1989
Thirty special education teachers were assigned to a dynamic-goal or static-goal curriculum-based measurement group, or a control group. Results with their 60 mildly/moderately handicapped students showed that dynamic goal teachers increased goals more frequently and employed more ambitious goals, and their students had better content mastery than…
Descriptors: Behavioral Objectives, Disabilities, Elementary Secondary Education, Evaluation Methods
