The SAGE Handbook of Special Education brings together the most up to date knowledge of this area and will serve as the major source book of authoritative information and ideas about current and future directions for special education. It aims to examine the intricate relations between theory, research, and practice, and places a particular emphasis on international policies such as Education for All, and inclusive education as a strategy for achieving it. This comprehensive, research-based work, assembles scholarship on an international level, and covers topics that transcend national boundaries.
Chapter 24: Curriculum-Based Measurement in Reading and Math: Providing Rigorous Outcomes to Support Learning
Curriculum-Based Measurement in Reading and Math: Providing Rigorous Outcomes to Support Learning
‘When I use a word,’ Humpty Dumpty said, in rather a scornful tone, ‘it means just what I choose it to mean – neither more nor less.’
The question is,' said Alice, ‘whether you can make words mean so many different things.’
The question is,' said Humpty Dumpty, ‘which is to be master – that's all.’ (Carroll, 1865/1992, p. 124)
The first use of the term curriculum-based measurement (CBM) was in 1977 with publication of Data Based Program Modification by Deno and Mirkin. In that document, the authors laid out the general principles for organizing an assessment system using simple tasks that could be developed, administered, ...