Espin Christine A, van den Bosch Roxette M, van der Liende Marijke, Rippe Ralph C A, Beutick Melissa, Langa Athanasia, Mol Suzanne E
Leiden University, the Netherlands.
Koninklijke Auris Groep, Gouda, the Netherlands.
J Learn Disabil. 2021 Jul;54(4):256-268. doi: 10.1177/0022219421997103. Epub 2021 Mar 22.
The purpose of this study was to examine the amount of attention devoted to data-based decision-making in Curriculum-Based Measurement (CBM) professional development materials. Sixty-nine CBM instructional sources were reviewed, including 45 presentations, 22 manuals, and two books. The content of the presentations and manuals/books was coded into one of four categories: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed that only a small proportion of information in the CBM instructional materials was devoted to data-based decision-making (12% for presentations and 14% for manuals/books), and that this proportion was significantly smaller than (a) that devoted to other instructional topics, (b) that expected were information to be equally distributed across major instructional topics, and (c) that recommended by experienced CBM trainers. Results suggest a need for increased attention to data-based decision-making in CBM professional development.
本研究的目的是考察基于课程的测量（CBM）专业发展材料中用于基于数据的决策制定的关注量。对69份CBM教学资源进行了审查，包括45份演示文稿、22份手册和两本书籍。演示文稿以及手册/书籍的内容被编码为以下四类之一：（a）CBM一般信息，（b）实施CBM，（c）基于数据的决策制定，以及（d）其他。结果显示，CBM教学材料中只有一小部分信息用于基于数据的决策制定（演示文稿为12%，手册/书籍为14%），并且该比例显著低于（a）用于其他教学主题的比例，（b）预期信息在主要教学主题间平均分布的比例，以及（c）经验丰富的CBM培训师所建议的比例。结果表明，在CBM专业发展中需要更多地关注基于数据的决策制定。
