Abstract
This small-scale study investigated the use of a Concept Maze as an extension of Curriculum-based Measurement (CBM) to monitor the progress of student learning in a social studies classroom. Fifty 6th grade students participated in a three week conceptually based unit on Early Societies. All students were assessed with vocabulary CBMs and Concept Mazes on three separate occasions, at the end of each week. Results indicated that the vocabulary measures were neither related to the Concept Maze scores nor predictive of achievement on a criterion measure. Concept Mazes, however, were predictive of performance on the end of unit test. Mean growth patterns indicated that Concept Mazes were sensitive enough to monitor the learning progress of students with and without learning disabilities.
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