Lohff Assignment 8a
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University of Maryland, Eastern Shore *
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Information Systems
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Apr 3, 2024
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Lohff Assignment 8a. Chapter 10 Questions
1. What are the defining characteristics of curriculum-based measurement (CBM)?
Curriculum-based measurement is a standardized process that allows the progress of students' progress towards proficiency to be assessed quickly.Typically these assessments are based on random skill standards that should have been instructed throughout the time period that was set up. An example of this would be something like a quarterly assessment. In my school my reading assessments, like most other subjects, are given each quarter based on a very specific set of standards that had been taught during the 8-9 week quarter. We give a pretest at the beginning of the quarterly and then the quarterly is given at the end of the term. This helps teachers to determine the progress that students are making on standards throughout the year. These curriculum-based measurements are given in a standardized format so that assessments are consistent throughout the entire county. These measurements are not only important for me as the teacher but also for the people at the district level to evaluate the success of their curriculum so that adjustments can be made if it is being determined that the curriculum is not preparing students for the skills that they need.
2. Describe three different types of CBM. For what purposes are each used? Hint: (GOMs), (SBMs), (SMMs) -
General Outcome Measures (GOMs)- This type of assessment specifically measures students to show that they are maintaining and able to use many skills at the same time. An example of this is a reading fluency assessment that students are regularly given. These measures help to monitor a student's progress on meeting long term goals. -
Skill-based Measures (SBMs)-
These measures may also be used to track progress towards achieving long term goals, but they monitor student progress on specific skills rather than the coordination of skills. One way that these are used is to monitor student computation skills. These are typically similar in difficulty so that they can be compared throughout the year showing progress.
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Subskill Mastery Measures (SMMs)-
This assessment is closely related to other
assessments but it measures a very specific set of skills that help to achieve the larger skill. These are often used after an SBM has determined that a student has not mastered a specific part of the larger skill. These measures are typically used to monitor short term goals and in conjunction with other measures.
3. Describe two ways that computers can support progress monitoring and associated data analysis efforts.
One way that computers can help with progress monitoring and data analysis is through adaptive testing. This type of assessment helps to gather all the information possible on the student to determine all of the strengths and weaknesses within a specific content area. This will also help to determine what sub skills are missing and could potentially be blocking the students overall proficiency on a larger skill. These adaptive programs also help to track student progress along the way and continue to adapt to the unique needs of each student through the lessons that are being given to each student. Another way that computers can help with progress monitoring and data analysis is through being able to track data live time and do calculations that are beyond
what one person would be able to calculate consistently. Using just the simple imputing of data, the computer can assist in compiling a wide range of data analytics. 4. What are two ways to set goals using CBM? Provide an example of each (for example benchmarks is one way to set goals...) 1.
Level Versus Growth-
This type of goal allows for the evaluation of a whole student. This means that while yes the student is able to be compared to the grade level expectations, they are also being evaluated to see the growth that is being made to ensure sufficient progress is being made. This type of goal is important for students with disabilities because it helps to ensure that they are making progress towards not only individual goals but also grade level goals. This goal type is important because when a student is not on grade level it is important to look at the rate of improvement that the student is making rather than continuing to focus on the fact that they are not on grade level. This helps to
ensure that although yes the student may not be on grade level, that the data is showing improvement towards expectations. One example of this could be looking to see that a student will make growth of being able to identify 5-10 new multiplication facts automatically each week when given a multiplication quick test.
2.
Comparison Approaches-
This goal type helps to evaluate student progress when compared to benchmark data. This means that the students assessment results are being evaluated when compared to what has been determined is acceptable for that particular assessment. This type of approach is helpful in evaluating progress that a student is making compared to a variety of benchmarks. The one piece of data would help to compare the information to standard based criteria or even norm (peer) based criteria. An example of how this could be used is to determine the amount of students that are proficient in reading or math using state assessments. These data comparisons are bases on
standards and evaluate all students against the same set of criteria.
5. What are some potential problems in using progress monitoring tools to inform
the nature of instructional changes one might make?
Sometimes the progress monitoring tools can produce data trends that are not accurate, or even vary due to reliability rather than student success. These are challenges that need to be addressed immediately so that the student is being supported in a manner that helps them rather than hindering them. Picking a reliable progress monitoring tool is critical to success.As a teacher understanding that all tools have their faults is important. Something important to keep in mind is that no major changes should be made to an instructional program until there are consistent data points that show a clear trend. This is important because if a student has an off day and does not do well on an assessment point, you do not want to change everything because they may not actually need additional interventions, it just may be one rouge data point that is an outlier.
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