Table of Contents
ISRN Education
Volume 2013 (2013), Article ID 958530, 29 pages
http://dx.doi.org/10.1155/2013/958530
Review Article

Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present

College of Education, University of Oregon, Eugene, OR 97403, USA

Received 8 October 2012; Accepted 13 November 2012

Academic Editors: N. Dumais, F. Jimenez, and L. McCall

Copyright © 2013 Gerald Tindal. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This paper provides a description of 30 years of research conducted on curriculum-based measurement. In this time span, several subject matter areas have been studied—reading, writing, mathematics, and secondary content (subject) areas—in developing technically adequate measures of student performance and progress. This research has been conducted by scores of scholars across the United States using a variety of methodologies with widely differing populations. Nevertheless, little of this research has moved from a “measurement paradigm” to one focused on “training in data use and decision making paradigm.” The paper concludes with a program of research that is needed over the next 30 years.