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Curriculum-based measurement
Curriculum-based measurement, or CBM, is also referred to as a general outcomes measures (GOMs) of a student's performance in either basic skills or content knowledge.
==Early history==
CBM began in the mid 1970s with research headed by Stan Deno at the University of Minnesota.〔Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. ''Exceptional Children'', 52(3), 219–32〕 Over the course of 10 years, this work led to the establishment of measurement systems in reading, writing, and spelling that were: (a) easy to construct, (b) brief in administration and scoring, (c) had technical adequacy (reliability and various types of validity evidence for use in making educational decisions), and (d) provided alternate forms to allow time series data to be collected on student progress.〔Skinner, Neddenriep, Bradley-Klug & Ziemann (2002) Advances in Curriculum-Based Measurement: Alternative Rate Measures for Assessing Reading Skills in Pre- and Advanced Readers. ''The Behavior Analyst Today'', 3(3), 270–83 (BAO )〕 This focus in the three language arts areas eventually was expanded to include mathematics, though the technical research in this area continues to lag that published in the language arts areas. An even later development was the application of CBM to middle-secondary areas: Espin and colleagues at the University of Minnesota developed a line of research addressing vocabulary and comprehension (with the maze) and by Tindal and colleagues at the University of Oregon developed a line of research on concept-based teaching and learning.〔Espin, C. & Tindal, G. (1998). Curriculum-based measurement for secondary students (pp. 214–53). In M.R. Shinn (Ed.), ''Advanced applications of curriculum-based measurement''. New York: Guilford Press.〕
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