![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
The purpose of this article is to provide a rationale for collecting and using curriculum-based measurement (CBM) data as well as providing specific guidelines for how to collect CBM data in reading, spelling, and math. Relying on the research conducted on CBM over the past 25 years, we define what CBM is and how it is different from curriculum-based assessment (CBA). We describe in detail how to monitor student growth within an instructional program using CBM data in reading, spelling, and math. Last, we discuss reasons teachers should collect and use CBM data.
Additional information
Notes on contributors
Michelle K. Hosp
Michelle K. Hosp and John L. Hosp are assistant professors in the Department of Special Education at the University of Utah, Salt Lake City.
John L. Hosp
Michelle K. Hosp and John L. Hosp are assistant professors in the Department of Special Education at the University of Utah, Salt Lake City.
