University of Oregon, Center on Teaching and Learning, 1600 Millrace Drive, Eugene, OR 97403, United States of America.
Anchorage School District, 5530 E. Northern Lights Blvd., Anchorage, AK 99504, United States of America.
J Sch Psychol. 2023 Apr;97:1-42. doi: 10.1016/j.jsp.2022.12.001. Epub 2023 Jan 14.
The purpose of this literature review on curriculum-based measurement in mathematics (CBM-M) was to update and extend the Foegen et al. (2007) progress monitoring in mathematics review. We included 99 studies focused on at least one of the three stages of CBM research (i.e., one point in time [screening], repeatedly over time [progress monitoring], and instructional utility) in mathematics for students in preschool through Grade 12. The results of this review indicated that researchers have increased the amount of research conducted at the early mathematics and secondary levels; however, many studies focused on the stages of CBM research are still conducted at the elementary level. The results also demonstrated that most studies (k = 85; 85.9%) were focused on Stage 1, with fewer studies reporting results related to Stage 2 (k = 40; 40.4%) and Stage 3 (k = 5; 5.1%). The results of this literature review also underscore that although considerable growth has been achieved in the past 15 years in CBM-M development and reporting, next steps in research include a focus on investigating the uses of CBM-M for progress monitoring and instructional decision making.
本文献综述的目的是更新和扩展 Foegen 等人（2007 年）在数学方面的进展监测综述中的课程基础测量（CBM-M）。我们包括了 99 项研究，这些研究至少关注了 CBM 研究的三个阶段之一（即在时间点[筛选]，随着时间的推移重复[进展监测]，以及教学效用），研究对象为学前至 12 年级的学生。该综述的结果表明，研究人员已经增加了在早期数学和中学阶段进行的研究数量；然而，许多关注 CBM 研究阶段的研究仍在小学阶段进行。结果还表明，大多数研究（k=85；85.9%）都集中在第 1 阶段，而较少的研究报告了与第 2 阶段（k=40；40.4%）和第 3 阶段（k=5；5.1%）相关的结果。该文献综述的结果还强调，尽管在过去 15 年中，CBM-M 的发展和报告取得了相当大的进展，但下一步的研究包括关注调查 CBM-M 在进展监测和教学决策方面的使用。
