Abstract
Curriculum-Based Measurement (CBM) is a system for monitoring the progress of and evaluating instructional program effectiveness for students with learning difficulties. Although a large amount of research has been conducted on CBM, little has focused on the interpretation and use of the data for instructional decision-making, despite the fact that it is data use that leads to performance gains. In this study, we examine factors affecting the interpretation of CBM data. Specifically, we examine the effect of CBM graph patterns on ease of graph interpretation. Thirty college/university students completed a two-part study in which they viewed various slope-to-goal and slope-to-slope patterns of CBM-graphed data and answered decision-making questions. Response times and accuracy were measured. Results revealed that graph patterns differed in terms of ease of interpretation. Differences depended on the type of question. Implications for interpretation and use of CBM data for decision-making are discussed.
Highlights
Curriculum-based Measurement (CBM) is a method for closely monitoring the progress of students with learning difficulties, and for evaluating the effectiveness of their instructional programs (Deno 1985; Deno and Fuchs 1987)
A large amount of research has been conducted on Curriculum-Based Measurement (CBM), little has focused on the interpretation and use of the data for instructional decision-making, despite the fact that it is data use that leads to performance gains
One research question was addressed in the study: Are there differences in response times and accuracy rates when answering instructional decision-making questions about various CBM graph patterns? We hypothesized that ease of interpretation would vary with graph pattern and, based on the work of Trickett and Trafton (2004), that the more spatial transformation required, the more difficult the interpretation of the pattern would be
Summary
Curriculum-based Measurement (CBM) is a method for closely monitoring the progress of students with learning difficulties, and for evaluating the effectiveness of their instructional programs (Deno 1985; Deno and Fuchs 1987). Scores from CBM tasks are placed on a graph that visually displays the student’s progress across the school year (see Fig. 1). The graph includes: (1) baseline data, representing the student’s beginning level of performance, and a line displaying the peer level of performance during the baseline period; (2) a long-range goal, representing the expected (desired) ending level of performance and the expected rate. Curriculum-Based Measurement progress data: Effects of graph pattern on ease of interpretation 769 60 Peer data. Score CBM Reading Task 20 Baseline data Median baseline
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