Curriculum Based Measures vs. Formal Assessment

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Curriculum Based Measuresvs. Formal Assessment

• What does it mean to me?
• Why bother?

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Goals for this class

• General Principles
• Compare CRT, CBA, CBM, Formal tests
• Understand why how we use CBM?
• Understanding Formal Assessment for achievement
• Specific to your own project
• What CBM measures would you give why

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CBA vs. CBM

• CBAinstructional tool based upon assessment of
  curricular information. (Glickling Havertape,
  1981)
• Test items taken from curriculum
• Repeated measurement over time
• Use of information for instruction
• Validated approach but less so than CBM.
• CBA measures mastery and CBM measures general
  outcome over time (Hosp Hosp, 2003)

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Why CBA is not used?

• Perception of difficulty
• Time demands
• Efficacy with CBA
• State or district guidelines performance
  objectives

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CBM

• Assess students academic growth repeatedly over
  time
• Provide strategies to support students needs
• Ascertain the need for additional diagnostic
  testing (Howell Nolet, 1999).
• Evaluate and improve instructional efficacy
  (Deno, 1985).
• Progress monitoring not mastery achievement
  (Fuchs, 2006).

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CBM RTI

• CBM provides us with the tools for monitoring and
  enhancing student growth and reflecting and
  changing our instructional practices.
• CBM also provides us with information in the area
  of diagnostic evaluation.
• To identify non-responders we have to show a
  discrepancy in performance and growth between
  student and peers.

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Assessment as Problem-Solving

• What characterizes effective problem solving?
• Generating as many alternative solutions as
  possible and
• Testing ideas in a systematic manner
• IEP is used for problem solving

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Problem-Solving Process

• Problem identification
• Observing recording student performance
• Problem definition
• Describing the difference between actual
  expected performance
• Exploring alternative solutions
• Goal setting, program planning
• Implement evaluating solutions
• Progress monitoring
• Problem solution

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Back to Joshua

• Problem identification
• Possible solutions
• Plan of action

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Need for CR-CBA-CBM

• Lack of focus
• Teachers students are uncertain about what the
  key indicators of growth in basic skills are.
• Current focus is on standards and PACT
• Problems with commercial achievement tests
• Failure to describe growth
• Reliance on face validity
• Small sample, relationship to curriculum
• Why CBM and not CRT or CBA?

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Curriculum-Based Measurement-Big Picture-

• CBM is a general outcome indicator that measures
  vital signs of student achievement in areas of
  literacy or basic skills
• CBMs function as academic thermometers designed
  to monitor students growth in literacy or basic
  skills
• It is an efficient and accurate way of assessing
  the effects of our instruction during the course
  of instruction (formative evaluation vs.
  summative evaluation)

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Curriculum-Based Measurement-Details-

• CBM is sensitive to difference among individuals
  and within individuals
• Sensitive to the short-term effects of
  instruction
• Characteristics
• Indicator of student academic progress
• Direct Repeated measurement
• Time-series graphic displays
• Individually-referenced goal referenced
• Data decision rules
• Aimlines trendlines

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What is Measured?

• Reading
• v Words read aloud
• Written Expression
• v Words written in response to a story
  starter
• Spelling
• v Words spelled from dictation
• Math
• v Math problems completed correctly

NOTE see handout on details
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How Do We Measure?

• Use a task of constant difficulty
• When level remains constant we can see changes in
  student performance
• Choose task from same pool of material
• CBM describes changes in performance on a
  specific level

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Procedures for Graphing

• Collect baseline performance
• Set goals
• Continually chart student progress
• Summarize data
• Aimlines
• Trend lines

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Data Interpretation

• Use data to monitor student progress
• Goal-oriented analysis
• Interpret data to determine instructional changes
• v Deciding when to change

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Deciding what to change

• Program adjustments must be introduced and
  maintained for a period of time
• Choose substantial changes
• Clearly specify the changes

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Problem Identification

• A problem is defined as a difference between what
  is expected in the general education curriculum
  and how the student performs.
• If the discrepancy is large enough, formal
  assessment is warranted.

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Problem Certification

• How severe is the problem?
• Is the problem so severe that it is unlikely to
  be addressed successfully in the regular
  education curriculum?
• What resources may be necessary to resolve the
  problem?

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Exploring Solutions

• What are the goals of intervention?
• What is the content of the intervention?
• What is the process of the intervention?

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Evaluating Solutions

• Is the intervention successful
• Is the student attaining the established goals?
• If not, does the intervention need modification
  or is the student in need of a different
  intervention?

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Problem Solution

• Is the discrepancy between expected and actual
  performance still important?
• If not can the additional resources be reduced or
  eliminated?

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Target criteria by grade level

• One example
• Next pages from Michele Hosp Presentation on CBM
  Norms for ORF

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Lets practice

• Lets do a one minute reading sample
• How did you do recording?
• Example
• Median 45
• Assume 1.5 words week for 36 weeks 54
• Aim 45 54 99 words per minute

• Baseline Reading Probes 1 45 words per minute
• 2 42 words per minute
• 3 46 words per minute

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Goals Benchmarks

• In 36 weeks, when given a passage from the
  second grade reader, Jeremy will correctly read
  99 words per minute.
• Every nine weeks, when given a passage from the
  second grade reading textbook and one minute to
  read, Jeremy will read 13-14 correct words over
  the number of words read correctly at the
  previous 9 week measurement.

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Aligning CBM and curriculum

• Dissect ELA curriculum
• Create 1 minute samples with one to three
  passages from each story read.
• Sample should be at the students instructional
  level.
• Authentic passages from a number of sources
• Calculate the readability of each passage.
• Determine baseline aim line

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CBM and Tests

• Helwig Tindal (2002) no differences between
  general outcome measures and state tests using
  CBM and mathematics.
• Epsin, Shinn Busch (2005). Validity for using
  vocabulary matching tasks in content areas such
  as social studies.
• Teachers who believe in CBM had students who had
  better results and higher trend lines.

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Resources

• Intervention Central
• http//www.interventioncentral.org
• OKAPI - CBM reading probes
• http//www.interventioncentral.org/htmdocs/tools/o
  kapi/okapi.php
• See other resources online
• Other Documents for resources
• CBMprogressmonitoringinReading.pdf
• CBMprogressmonitoringinMath.pdf
• CBM data collection