Curriculum-Based Measurement in Middle and High Schools: Critical Thinking Skills in Content Areas

Abstract

Since its inception, curriculum-based measurement (CBM) research and practice have developed in a number of areas, with the primary purpose of validating instructional programs (Deno, 1990).In general, however, CBM has been confined to the basic skill areas and has been studied and implemented in elementary schools.When used within middle and high schools, the emphasis has been on basic skills or general classroom functioning (Espin & Deno, 1993;Tindal & Germann, 1991).In this article we take the major tenets of CBM and extend them into content area learning, the primary concern of middle and high schools.To develop this extension adequately, though, we must consider the essential features of CBM and compare it with other forms of measurement currently represented in the wave of alternative assessments. CBM BACKGROUND AND PREMISEFuchs and Deno ( 1994) recently highlighted the important distinction between the curriculum used with instruction and the curriculum used for documenting student performance.In that article they argue that, although most educators believe an inherently isomorphic relationship between teaching and testing is needed to ensure content validity, the linkages actually may have to be defined more loosely to ensure formative evaluation with a focus on instructional decision-making.In their argument they proceed with a consideration of domain, generally defined as the materials sampled within curricular/instructional versus tests/measurements.In the end they conclude with the following essential features ofCBM.1. Repeated testing over time is needed on material of comparable difficulty to avoid problems in quantifying changes in performance without confounding instructional changes with assessment changes and to ensure that teachers can ascertain maintenance and generalization of knowledge and skills.2. Valid outcome indicators allow teachers to answer the question of whether instruction is leading to improvement or has to be adjusted.3. Qualitative feedback is available to supplement quantitative summaries and help teachers decide not only when to make changes but also to determine what modifications to make.

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