The effects of curriculumbased measurement on teachers instructional planning

This study assessed the effects of curriculum-based measurement (CBM) on teachers ' instructional planning. Subjects were 30 teachers, assigned randomly to a computer-assisted CBM group, a noncomputer CBM group, and a contrast group. In the CBM groups, teachers specified 15-week reading goals, established CBM systems to measure student progress toward goals at least twice weekly, and systematically evaluated those data bases to determine when instructional modifica-tions were necessary. Contrast teachers monitored student progress toward In-dividualized Education Program (IEP) goals as they wished and were encouraged to develop instructional programs as necessary. At the end of a 12- to 15-week implementation period, teachers completed a questionnaire with reference to one randomly selected pupil. Analyses of variance indicated no difference between the CBM groups. However, compared to the contrast group, CBM teachers (a) used more specific, acceptable goals; (b) were less optimistic about goal attainment; (c) cited more objective and frequent data sources for determining the adequacy of student progress and for deciding whether program modifications were necessary; and (d) modified student programs more frequently. Questionnaire responses were correlated with verifiable data sources, and results generally supported the usefulness of the self-report information. Implications for special education research and practice are discussed. Curriculum-based measurement (CBM) is a methodology that teachers may use to specify goals that correspond to instructional programs and to monitor student progress rou-tinely on curriculum-related tasks. When CBM data indicate that student progress toward those goals is inade-quate, practitioners modify instructional programs in an attempt to improve aca-demic gains (Deno, 1985). Principles of educational measurement and psychol-ogy provide a theoretical framework for this integration of measurement with instruction: Measurement generates in-formation with which teachers might structure better pedagogical strategies (Salvia & Ysseldyke, 1985) and provide enhanced feedback to help learners recognize effective learning strategie