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Effects of Curriculum-Based Measurement on Teachers' Instructional Planning

Lynn S. Fuchs received her PhD in educational psychology from the University of Minnesota. She currently is assistant professor of special education at Peabody College of Vanderbilt University. Her research focuses on assessment for the purpose of instructional planning and computer applications to curriculumbased measurement. Address: Lynn S. Fuchs, Box 328, Peabody College, Vanderbilt University, Nashville, TN37203.

Douglas Fuchs

Douglas Fuchs obtained a PhD in educational psychology from the University of Minnesota. He currently is associate professor of special education at Peabody College of Vanderbilt University. His research focuses on the referraltoplacement process, including the importance of prereferral infervention.

Pamela M. Stecker

Pamela M. Stecker is a doctoral student in special education at Peabody College of Vanderbilt University. She has taught mildly handicapped students in the public schools.

This study assessed the effects of curriculum-based measurement (CBM) on teachers' instructional planning. Subjects were 30 teachers, assigned randomly to a computer-assisted CBM group, a noncomputer CBM group, and a contrast group. In the CBM groups, teachers specified 15-week reading goals, established CBM systems to measure student progress toward goals at least twice weekly, and systematically evaluated those data bases to determine when instructional modifications were necessary. Contrast teachers monitored student progress toward Individualized Education Program (IEP) goals as they wished and were encouraged to develop instructional programs as necessary. At the end of a 12- to 15-week implementation period, teachers completed a questionnaire with reference to one randomly selected pupil. Analyses of variance indicated no difference between the CBM groups. However, compared to the contrast group, CBM teachers (a) used more specific, acceptable goals; (b) were less optimistic about goal attainment; (c) cited more objective and frequent data sources for determining the adequacy of student progress and for deciding whether program modifications were necessary; and (d) modified student programs more frequently. Questionnaire responses were correlated with verifiable data sources, and results generally supported the usefulness of the self-report information. Implications for special education research and practice are discussed.

Journal of Learning Disabilities, Vol. 22, No. 1, 51-59 (1989)
DOI: 10.1177/002221948902200110


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