방법 비교

	Curriculum-Based Measurement	Response to Intervention
분야	Education	Education
계열	Process / pipeline	Process / pipeline
기원 연도	1985	2006
창시자	Stanley Deno and colleagues (University of Minnesota)	Special education / school psychology field (Deno; Fuchs & Fuchs; Vaughn)
유형	Standardized, repeated brief measures for monitoring academic progress	Tiered framework for screening, intervention, and learning-disability identification
원전	Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219–232.	Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99.
별칭	CBM, Curriculum-Based Progress Monitoring, General Outcome Measurement, CBM Probes	RTI, RtI, Multi-Tiered System of Supports, MTSS
관련	4	4
요약	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.	Response to intervention (RTI) is a multi-tiered framework for preventing academic failure and identifying students with learning disabilities by their responsiveness to high-quality instruction. All students are screened and taught with evidence-based core instruction; those who fall behind receive progressively more intensive intervention while their progress is closely monitored. Students who fail to respond even to intensive, well-implemented intervention are flagged as needing further evaluation. RTI reframes disability identification from a static test discrepancy to a dynamic question of who does not respond to good teaching.