Raising the Power of Curriculum-Based Measurement Tools in Preservice Training

Sarah Watt, Sarah Conoyer, Jeremy W. Ford, Anne Foegen, Georgia Luckey

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


Thirty-seven preservice teachers engaged in a self-regulated learning experience proposed to increase their algebra content knowledge and to examine their use of data to make instructional decisions. Using weekly algebra curriculum-based measures, preservice special education teachers set learning goals and objectives, individually selected and adjusted weekly learning activities, and self-monitored and graphed their progress. A mixed-methods approach identified that all participants significantly increased in their algebra content knowledge, but the decision-making approaches among students varied greatly.

Original languageEnglish (US)
Pages (from-to)78-92
Number of pages15
JournalTeacher Education and Special Education
Issue number1
StatePublished - Feb 2021
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2020 Teacher Education Division of the Council for Exceptional Children.


  • algebra
  • curriculum-based measure
  • data-based decision-making
  • instructional decision-making


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