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Assessing DHH Students: A Better Understanding of Curriculum-Based Measurement

Raschelle Neild (Gallaudet University, USA)

EISBN13: 9798369312568|DOI: 10.4018/978-1-6684-5834-1.ch006

OnDemand Chapter PDF Download Download link provided immediately after order completion

Abstract

Schools have been tasked with ensuring students eventually become active participants in society, and with this responsibility comes increased accountability. Curriculum-based measurement (CBM) serves as an assessment tool that measures mastery of basic skills and is an efficient means for monitoring short-term and long-term progress. A significant amount of research indicates CBM procedures have been used in the content areas reading, mathematics, and writing, and demonstrates, when used correctly to inform instruction, student achievement improves. This chapter incorporates information related to using CBM with deaf and hard of hearing (DHH) learners, the characteristics of CBM, and the process for using CBM to guide instruction centered around a case study of a novice deaf education teacher's ability to use CBM over the course of her second semester.

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Assessing DHH Students: A Better Understanding of Curriculum-Based Measurement

Abstract