ABSTRACT
Curriculum-Based Measurement (CBM) is an ongoing progress-monitoring system designed to provide educators with data that can be used to evaluate the effectiveness of instructional programs for individual students. CBM originally was designed to monitor the progress of students with severe and persistent learning difficulties. This chapter outlines research and development of CBM progress monitoring at the secondary-school level in reading, content-area learning (social studies and science), writing, and mathematics. For measuring progress or growth in reading, it is important that scores from CBM measures accurately reflect change or improvement in reading. Thus, the scores must be sensitive to growth at a group level, sensitive to interindividual differences in growth, and there must be a positive relation between improvement in CBM scores and improvement in scores on criterion measures.
