We write this chapter using a historical discourse, both in the chronology of research and in the development that has occurred over the years with curriculum-based measurement (CBM). More practically, however, we depict the chronology in terms of the sequence of decisions that educators make as they provide special services to students with disabilities. In the first part of the chapter, we begin with a pair of seminal documents that were written in the late 1970s to begin the story of CBM. In the second part of the chapter, we begin with the first decision an educator needs to make in providing special services and then we continue through the chronology of decisions to affect change in learning for individual students. In the end, we conclude with the need to integrate these decisions with multiple references for interpreting data: normative to allocate resources, criterion to diagnose skill deficits, and individual to evaluate instruction.
Tindal, G. and Nese, J. (2011), "Applications of curriculum-based measures in making decisions with multiple reference points", Scruggs, T. and Mastropieri, M. (Ed.) Assessment and Intervention (Advances in Learning and Behavioral Disabilities, Vol. 24), Emerald Group Publishing Limited, Bingley, pp. 31-58. https://doi.org/10.1108/S0735-004X(2011)0000024004Download as .RIS
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