Direct and Frequent Curriculum-Based Measurement: An Alternative for Educational Decision Making

Abstract

Direct and frequent measurement of student peroformance in the school curriculum is discussed as an emerging alternative way of educational decision making. Several alternative assessment models in which curriculum-based measurement is employed are discussed. To illustrate important points about curriculum-based measurement (CBM), a case example is utilized. It is seen that CBM procedures offer practical and useful means for making a range of instructional and placement decisions commonly made by special services personnel for handicapped children and youth.

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