University of Miami, FL, USA.
J Sch Psychol. 2010 Feb;48(1):39-52. doi: 10.1016/j.jsp.2009.08.002.
The purpose of this article is to discuss curriculum-based measurement (CBM) as it is currently utilized in research and practice and to propose a new approach for developing measures to monitor the academic progress of students longitudinally. To accomplish this, we first describe CBM and provide several exemplars of CBM in reading and mathematics. Then, we present the research context for developing a set of seven curriculum-based measures for monitoring student progress in math problem solving. The rationale for and advantages of using statistical equating methodology are discussed. Details of the methodology as it was applied to the development of these math problem solving measures are provided.
本文旨在讨论课程本位测量（CBM）在研究和实践中的应用，并提出一种新的方法来开发用于纵向监测学生学业进展的测量工具。为此，我们首先描述了 CBM，并提供了几个阅读和数学方面的 CBM 示例。然后，我们介绍了开发一套七项课程本位数学解题测量工具以监测学生数学解题进展的研究背景。我们讨论了使用统计等距法的原理和优势。还提供了该方法在开发这些数学解题测量工具中的应用细节。
