Rebecca L. Pierce, Mary Lindell, Kristen L. McMaster, Susan Hupp

Research output: Chapter in Book/Report/Conference proceedingChapter


This chapter discusses the classroom teacher’s assessment role in a problem-solving process designed to support the learning of all students in a classroom. It overviews the problem-solving model and curriculum-based measurement (CBM), an evidence-based approach to monitoring student progress in the general education curriculum. The chapter details the five steps of the problem-solving model, and highlights the types of assessments that can provide useful information within each step. It then considers other classroom concerns related to classwide assessment, including preparing students for standardized assessments and developing accommodations or modifications. The first task of the problem-solving team is to identify and define the problem by using an array of assessments to objectively examine student performance and classroom expectations. CBM characteristics vary within and across subject areas, but each subject area also shares some similarities. First, CBM probes represent tasks a student should master by the end of a grade.

Original languageEnglish (US)
Title of host publicationBest Practices for the Inclusive Classroom
Subtitle of host publicationScientifically Based Strategies for Success
PublisherTaylor and Francis
Number of pages22
ISBN (Electronic)9781000497786
ISBN (Print)9781032144658
StatePublished - Jan 1 2021

Bibliographical note

Publisher Copyright:
© 2010 by Taylor & Francis Group.


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