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Переглядайте обрані методи поруч; рядки з відмінностями підсвічено.
| Curriculum-Based Measurement× | Educational Growth Curve Modeling× | |
|---|---|---|
| Галузь | Education | Education |
| Родина≠ | Process / pipeline | Regression model |
| Рік появи≠ | 1985 | 1987 |
| Автор методу≠ | Stanley Deno and colleagues (University of Minnesota) | Anthony Bryk & Stephen Raudenbush; Judith Singer & John Willett |
| Тип≠ | Standardized, repeated brief measures for monitoring academic progress | Longitudinal multilevel model of individual change |
| Основоположне джерело≠ | Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219–232. DOI ↗ | Singer, J. D., & Willett, J. B. (2003). Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence. Oxford University Press. ISBN: 9780195152968 |
| Інші назви | CBM, Curriculum-Based Progress Monitoring, General Outcome Measurement, CBM Probes | Latent Growth Curve Modeling in Education, Multilevel Growth Models for Achievement, Individual Growth Trajectory Analysis, Learning Trajectory Modeling |
| Пов'язані | 4 | 4 |
| Підсумок≠ | 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. | Educational growth curve modeling is a longitudinal multilevel technique for describing and explaining how individual students change over time on an outcome such as reading or mathematics achievement. Building on the hierarchical linear models framework formalized by Bryk and Raudenbush (1987) and the applied longitudinal treatment of Singer and Willett (2003), it fits each student a personal trajectory — an intercept and one or more slopes — and then models how those personal growth parameters vary across students and relate to learner characteristics, classrooms, and schools. |
| ScholarGateНабір даних ↗ |
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