Stecker & Fuchs, 2002, p. 3

Annotated Bibliography on CBM

**STRATEGIES FOR MAKING ADEQUATE YEARLY PROGRESS: CURRICULUM-BASED MEASUREMENT AS PROGRESS MONITORING**

## Pamela M. Stecker and Lynn S. Fuchs

## Orlando, 10-04-02

## ANNOTATED BIBLIOGRAPHY

## Selected Entries for Curriculum-Based Measurement

Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232. 

Summarizes early research and development of CBM conducted at the University of Minnesota’s Institute for Research on Learning Disabilities.

Deno, S. L. (1992). The nature and development of curriculum-based measurement. Preventing School Failure, 36 (2), 5-10. 

Summarizes how to conduct and graph CBM as oral reading fluency. The entire journal issue focuses on CBM applications, including the use of CBM for reintegrating students with disabilities in general classrooms.

Fuchs, L.S., & Deno, S.L. (l991).  Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488-501.

Explains how CBM differs from most other forms of classroom-based assessment.

Fuchs, L.S., & Deno, S.L. (l994). Must instructionally useful performance assessment be based in the curriculum? Exceptional Children, 61, 15-24.

Examines the importance of sampling testing material from the students’ instructional curricula.; concludes that sampling from the curriculum is not essential; and proposes three features critical to insure the instructional utility of measurement.

Fuchs, L.S., & Fuchs, D. (l992). Identifying a measure for monitoring student reading progress. School Psychology Review, 58, 45-58.

Summarizes the program of research conducted to explore CBM reading measures other than reading

aloud.

Fuchs, L.S., & Fuchs, D. (l996). Combining performance assessment and curriculum-based measurement to strengthen instructional planning.

Explores the coordinated use of performance assessment and curriculum-based measurement, with the goal of helping teachers adopt a balanced, blended approach to assessment that permits the identification of skills for explicit instruction while emphasizing the application of knowledge within rich, authentic situations.

Fuchs, L.S., & Fuchs, D. (l998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research and Practice, 13, 204-219.

Summarizes a substantial portion of the research base on the technical features and instructional utility of CBM; provides a framework for using CBM within a treatment validity approach to LD identification, within which students are identified for special education when their level of achievement and rate of improvement is substantially below that of classroom peers and when, despite intervention efforts, they remain resistant to treatment.

Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (l993). Technological advances linking the assessment of students’ academic proficiency to instructional planning. Journal of Special Education Technology, 12, 49-62.

Summarizes the program of research conducted on computer applications to CBM.

Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (l994). Strengthening the connenction between assessment and instructional planning with expert systems. Exceptional Children, 61, 138-146.

Summarizes the program of research conducted on expert systems used in conjunction with CBM to enhance teachers’ capacity to use classroom-based assessment to improve planning and increase student learning.

Fuchs, L.S., Fuchs, D., Hamlett, C.L., Phillips, N.B., & Karns, K. (l995). General educators’ specialized adaptation for students with learning disabilities. Exceptional Children, 61, 440-459.

Reports a study that examined general educators’ specialized adaptation for students with learning disabilities, in conjunction with peer-assisted learning strategies and curriculum-based measurement, is presented; findings revealed that (a) teachers who were provided with support to implement adaptations engaged differentially in specialized adaptation and their thinking about how they planned for their students with LD changed and (b) although some teachers implemented substantively important, individually tailored adjustments, others relied on adaptations that were uninventive and limited.

Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Stecker, P.M. (l991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28, 617-641.

Reports an experimental study contrasting CBM, CBM with expert systems, and standard treatment; results showed the importance of helping teachers translate classroom-based assessment information via instructional consultation.

Fuchs, L.S., Fuchs, D., Hamlett, C.L., Thompson, A., Roberts, P.H., Kubek, P., & Stecker, P.S. (l994). Technical features of a mathematics concepts and applications curriculum-based measurement system. Diagnostique, 19(4), 23-49.

Reports a study investigating the reliability and validity of a CBM system focused on the concepts and applications mathematics curriculum; results supported the technical adequacy of the CBM graphed scores as well as the CBM diagnostic skills analysis.

Fuchs, L.S., Fuchs, D., Hamlett, C.L., Walz, L., & Germann, G. (l993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.

Reports normative information on CBM slopes in reading, spelling, and math expected for typically developing students.

Fuchs, L.S., Fuchs, D., Karns, K., Hamlett, C.L., Dutka, S., & Katzaroff, M. (2000). The importance of providing background information on the structure and scoring of performance assessments. Applied Measurement in Education, 13, 83-121.

Reports development of curriculum-based measurement problem-solving assessment system, reliability and validity data supporting use of that system, and effects of a study examining the effects of test-wiseness training on scores for low-, average-, and high-performing students.

Fuchs, L.S., Fuchs, D., Karns, K., Hamlett, C.L., & Katzaroff, M. (in press). Mathematics performance assessment in the classroom: Effects on teacher planning and student learning. American Educational Research Journal.

Reports the findings of a study examining teachers’ use of a curriculum-based measurement problem-solving system. Teachers were assigned randomly to CBM or control conditions; teachers administered and scored three performance assessments at monthly intervals and planned instruction in response to the assessment feedback. Teachers’ knowledge of performance assessment, their curricular focus, and their instructional plans were described. Outcomes on three types of problem-solving assessments for low-, average-, and high-performing students were assessed.

Fuchs, L. S., Hamlett, C. L., & Fuchs, D. (1998). Monitoring Basic Skills Progress: Basic Math Computation (2nd ed.). [Computer software]. Austin, TX: PRO-ED. Available http://www.proedinc.com

Fuchs, L. S., Hamlett, C. L., & Fuchs, D. (1999). Monitoring Basic Skills Progress: Basic Math Concepts and Applications. [Computer software]. Austin, TX: PRO-ED. Available http://www.proedinc.com

Fuchs, L. S., Hamlett, C. L., & Fuchs, D. (1999). Monitoring Basic Skills Progress: Basic Reading (2nd ed.). [Computer software]. Austin, TX: PRO-ED. Available http://www.proedinc.com

All three computer programs listed above provide alternate CBM tests for assessing student performance. Assessments for multiple grade levels are provided. Software scores tests, saves answers, graphs data, targets low-performing students, and analyzes the database to provide recommendations for instruction.

Good, R. H., III, Kaminski, R. A., et al. Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Web site: http://dibels.uoregon.edu/

This Web site provides basic information about assessment and progress monitoring of early literacy skills (i.e., pre-reading and very early reading). These Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are described and illustrated. Information for downloading copies of these measures also is provided.

Phillips, N.B., Hamlett, C.L., Fuchs, L.S., & Fuchs, D. (l993). Combining classwide curriculum-based measurement and peer tutoring to help general educators provide adaptive education. Learning Disabilities Research and Practice, 8, 148-156.

Provides an overview of the math PALS methods for practitioners with a brief summary of an efficacy study.

Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford.

Text that describes the first 10-15 years of CBM development across curricular areas.

Shinn, M. R. (Ed.). (1998). Advanced applications of curriculum-based measurement. New York: Guilford.

Text that describes more recent applications of CBM, including chapters addressing computer applications, using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to assess early literacy skills, using CBM with language-minority students, and applying CBM at the secondary level.

Stecker, P. M., & Fuchs, L. S. (2000). Effecting superior outcomes using curriculum-based measurement: The importance of individual progress monitoring. Learning Disabilities Research and Practice, 15, 128-143. 

Reports a study investigating teachers’ use of CBM for monitoring growth in mathematics computation for students with learning disabilities in Grades 2-8. Results supported increased achievement for students whose teachers did use CBM for instructional decision making as compared to the achievement of initially comparably performing peers for whom these same teachers did not use their CBM data for instructional decision making.