Curriculum-Based Measurement
Curriculum-based measurement (CBM) is a standardized system of brief, repeated assessments used to monitor a student's academic progress over time. Developed by Stanley Deno and colleagues at the University of Minnesota, CBM uses short, technically adequate probes — such as one-minute oral reading fluency or math computation samples — sampled from the year's curriculum at a fixed difficulty. Scores are charted week by week, and the slope of improvement is compared against a goal line to judge whether instruction is working and to trigger timely changes.
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- Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219–232. · DOI 10.1177/001440298505200303
- Fuchs, L. S. (2004). The past, present, and future of curriculum-based measurement research. School Psychology Review, 33(2), 188–192. · DOI 10.1080/02796015.2004.12086241
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