Varying the Difficulty of Testing Materials

Abstract

Systematic monitoring of student progress using curriculum-based measurement (CBM) is associated with improved student achievement. CBM uses a long-term goal measurement strategy that requires specifying the level of a curriculum the handicapped student is expected to master in 1 year. Student progress is assessed routinely using material sampled from this level of the curriculum. This study examined effects of curriculum level difficulty on estimates of student progress. The progress of 30 mildly handicapped students was monitored simultaneously in alternative levels of a reading curriculum, and students' slopes of improvement and variability of performance were compared. Regardless of the level of the curriculum in which progress was assessed, the slope of improvement was similar over time. Implications for selecting progress monitoring measurement materials are discussed.

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