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
Assess the same way each time, either a specific content domain or sample of the year-long grade-level curriculum.
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
CBM measures any instructional approach, making no assumptions about instructional hierarchy for determining measurement.