ERIC Number: ED502441
Record Type: Non-Journal
Publication Date: 2003
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Annotated Bibliography of Selected Curriculum-Based Measurement Articles
National Center on Student Progress Monitoring
Research has demonstrated that when teachers use curriculum-based measurement (CBM) to inform their instructional decision making, students learn more, teacher decision making improves, and students are more aware of their own performance (e.g., Fuchs, Deno, & Mirkin, 1984). CBM research, conducted over the past 30 years, has also shown CBM to be reliable and valid (e.g., Deno, 1985; Germann & Tindal, 1985; Marston, 1988; Shinn, 1989). Presented herein is an annotated bibliography of selected CBM articles.
Descriptors: Curriculum Based Assessment, Annotated Bibliographies, Learning Disabilities, Academic Achievement, Teaching Methods, Reading Fluency, Mathematics, Reading, Special Education
National Center on Student Progress Monitoring. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 866-770-6111; Fax: 202-403-5001; e-mail: studentprogress@air.org; Web site: http://www.studentprogress.org
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center on Student Progress Monitoring
Grant or Contract Numbers: N/A