CBM satisfies six of the criteria for assessments. It addresses the three purposes for assessment, and it incorporates standardized measurement techniques, providing reliability and validity. It offers detailed information on a student's performance on specific skills and can be used to determine how to improve an instructional program. Its measurement framework is not tied to any particular model of instruction, so a broad range of instructional options can be used. A teacher can use widely varying methods with the same child to see which method is most beneficial.
Students know how they are evaluated and can set personal learning goals.
In addition, the assessment demands are manageable in classroom settings, and to make them even more easily manageable, computer programs have been developed to administer assessments and manage the data. However, CBM has two drawbacks with respect to the criteria for assessments. The system requires longer time periods to reveal growth, and the connection between assessment results and instructional decisions is not as clear as with behavioral assessment or mastery learning. That is, it relies on pencil and paper tasks in math and spelling and one-dimensional assessments in reading, while current discussions about outcomes stress the utility of multidimensional measures that can cut across curriculum areas. The garage where the sale will be held is 20 feet by 30 feet.