Using Curriculum-Based Assessment and Curriculum-Based Measurement to Guide Elementary Mathematics Instruction: Effect on Individual and Group Accountability Scores

Amanda M. Vanderheyden, Matthew K. Burns

Research output: Contribution to journalArticle

43 Scopus citations

Abstract

No Child Left Behind mandates accountability data for school districts. This mandate has led to increased attention to instruction and academic remediation among educational researchers. The current study used schoolwide curriculum-based assessment (CBA) and curriculum-based measurement (CBM) data to plan and deliver mathematics instruction to examine if this would lead to improved student skill within one school year and improved group test scores between school years. The Screening to Enhance Equitable Educational Placement (STEEP) schoolwide problem-solving model was used in one elementary building, with CBM data used to track progress and CBA data used daily to track mastery at each skill level. Results suggested that children made significant progress within one school year, as measured by CBM, and the school significantly increased Stanford-9 mathematics scores after implementing the program. Potential implications for assessment and instructional practice are included.

Original languageEnglish (US)
Pages (from-to)15-31
Number of pages17
JournalAssessment for Effective Intervention
Volume30
Issue number3
DOIs
StatePublished - Apr 2005

Fingerprint Dive into the research topics of 'Using Curriculum-Based Assessment and Curriculum-Based Measurement to Guide Elementary Mathematics Instruction: Effect on Individual and Group Accountability Scores'. Together they form a unique fingerprint.

Cite this