Date of Award

5-1-2006

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

First Advisor

Dr. Michael Bonner

Abstract

Curriculum-based evaluation (CBE) is a decision making process that provides a framework for guiding differentiated instruction, assessing individual student performance with a local curriculum, and providing educators with a tool for administering individual referenced, classroom-based assessments throughout the school year (Howell & Nolet, 2000). The most commonly used measures of student academic achievement are national and local norm-referenced standardized assessments. Unfortunately, these tests are given only at prescribed times (i.e., yearly or at certain grade levels) during one's academic career and are not adequate for ongoing student progress monitoring (Shapiro, 2004). The present study examines a "response to intervention" approach in student decision-making using CBE as a decision making tool for assessing student performance, guiding intervention development and progress monitoring. Results indicate that CBE is an effective decision making tool for assessing individual student performance, developing instructional interventions, progress monitoring, and making educational decisions.

Comments

An Ed.S. Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Specialist in Education University of Nebraska at Omaha. Copyright Lisa M. McBrien May, 2006

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