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áLoudon County Schools will graduate college and career-ready students through rigorous and relevant learning opportunities.
An Introduction to Curriculum-Based Measurement

Curriculum-Based Measurement (CBM) is a method of monitoring student progress through the direct, ongoing assessment of academic skills.  CBM is used to measure skills in reading and mathematics, as well as readiness skills such as early literacy and early numeracy.  In the CBM process, students are given brief timed samples or probes made up of academic material taken from that particular student’s grade level.  The probes are timed and may last from 1 to 3 minutes depending on the particular skill assessed and are scored for speed and accuracy to determine student performance.  CBM probes are administered under standardized conditions meaning that the examiner will follow the same procedures and instructions for each student assessed.

A major advantage of CBM is that because the probes are quick to administer and easy to score, they can be given frequently.  CBM probes in the basic skill area of reading are administered three times a year during the fall, winter and spring of the year and are called benchmarks.  Benchmark testing enables each student to be monitored regularly for progress.  It establishes norms so that a student’s level can quickly be compared to others in the class or district.  Benchmarks also call immediate attention to students who are having difficulty.  Growth in student achievement can be examined over time and information on the effectiveness of our educational interventions assessed.

Curriculum-Based Measurement in Loudon County Schools

The Loudon County School System has initiated curriculum-based measurement (CBM) in order to provide additional information to its teachers and parents.  CBM was developed more than twenty years ago by Dr. Stanley Deno at the University of Minnesota to provide reliable, valid and time efficient data to assess student growth and development.  CBM is now used throughout the country in progressive school districts to assist teachers in monitoring the progress of their students.  CBM measurement of reading began in 8 Loudon County schools during the 2006/07 year.

Benefits of Curriculum-Based Measurement to Teachers
  • CBM measures are quick to administer and easy to score.
  • CBM measures enable each student to be monitored regularly (three times a year) for progress.
  • CBM measures establish norms so that a student’s level can quickly be compared to others in the class, district, or nationally.
  • CBM measures call immediate attention to students who are having difficulty.
  • CBM measures show student progress over time and thus help to assess the effects of our interventions.
Benefits of Curriculum-Based Measurement to Parents
  • CBM measures provide a picture of your child’s performance in reading three times a year compared to others in the Loudon County School System.
  • CBM measures call immediate attention to children who are having difficulty.
  • CBM measures show changes over time and thus verify student progress.
Last Updated: 3/4/10
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