Curriculum-Based Evaluation and Math

Abstract

Poor math performance is a major concern leading the current educational reform agenda. Many educational math critics are claiming a math crisis. Researchers and school personnel are trying to resolve this crisis. Some are looking at curriculum-based evaluation (CBE) as a process for solving this problem. CBE and curriculum-based measurement (CBM) are widely accepted validated tools for effectively yielding information necessary to make sound educational decisions. In this article, best practices in CBE and CBM are described as they pertain to math instruction. Specific steps of the CBE process are described as they pertain to math.

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