CBM stands for Curriculum-Based Measurement. It is the process by which a student’s general learning is measured, with repeated administrations of equated probes. When used for progress monitoring, Curriculum-Based Measurements should have the following characteristics:
- Brief and easy to administer.
- Sample the year-long curriculum the same way each time.
- Administered the same way every time.
- Incorporate automatic tests of retention and generalization.
- Offer reliable and valid scores.
- Scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student.
- Highly prescriptive and standardized.
- Make no assumptions about instructional hierarchy for determining measurement. In other words, CBM measures any instructional approach.
Classworks CBM probes include 8 parallel forms for students performing at grade levels 1-8. These can be given weekly in your RtI program to monitor progress throughout the intervention period. The probes are brief (10 items for grade 1, 15 items for grades 2-8) and are given online for immediate and automatic scoring and reporting. The results are reported as a scaled score (not vertically scaled).
CBM is the gold-standard accepted methodology for progress monitoring. There are two types of CBM – Robust Indicators and Curriculum Sampling. Both are indicators of student progress on the general curriculum and overall effectiveness of the intervention. In order to best accommodate intermediate, middle, or high school students, the Classworks model uses Curriculum Sampling.