Curriculum-Based Measurement for Mathematics at the High School Level: What We Do Not Know…What We Need to Know

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The purpose of this article is to explore the research and developmental needs for curriculum-based measurement (CBM) at the secondary level (9th through 12th grades) for mathematics. Much has been accomplished empirically on the validity, reliability, and utility of CBM as an assessment measure in mathematics at the elementary level. Encouragingly, a few CBM mathematics studies are beginning to emerge at the early (preschool through 1st grades) and middle school levels (6th through 8th grades); however, only one study exists on the use of CBM as an assessment tool for secondary-level mathematics courses. First, the author discusses the current mathematics predicament of secondary students with and without disabilities and their teachers. She then, within the different educational settings (general education, inclusion, resource, self-contained) available at the secondary level, discusses the types of CBM research (technical adequacy, instructional utility) needed.

Original languageEnglish (US)
Pages (from-to)234-239
Number of pages6
JournalAssessment for Effective Intervention
Volume33
Issue number4
DOIs
StatePublished - 2008
Externally publishedYes

Fingerprint

Mathematics
Curriculum
mathematics
curriculum
school
school grade
mathematics studies
educational setting
general education
Research
Reproducibility of Results
disability
inclusion
Students
Education
teacher
resources
student

Keywords

  • assessment
  • curriculum-based measurement
  • high school students
  • instruction
  • mathematics
  • remediation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Health Professions(all)

Cite this

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