CURRICULUM BASED MEASUREMENT (CBM)

CBM for screening

Math, Reading, and Writing

PASS works to examine the accuracy of CBM scores to screen elementary school children in the areas of reading, math and written expression (WE-CBM). These studies have identified cut-off scores that predict students’ success on statewide exams. An early study  that examined the relation of annual growth on CBM to test performance one and two years later, provided the first evidence regarding CBM’s long term diagnostic accuracy in reading and math (Keller-Margulis et al., 2008). Results of my research have also challenged the assumption that annual growth on CBM is linear. Specifically, I have empirically tested the assumption of linear annual growth in reading (Keller-Margulis, Clemens, Im, Kwok, & Booth, 2012), math (Keller-Margulis, Mercer, & Shapiro, 2014), and writing (Keller-Margulis, Mercer, Payan, & McGee, 2014) largely finding non-linear or curvilinear annual growth. I have also studied administration procedures of WE-CBM, finding that typical administration practice offers limited reliability suggesting a need for more writing samples of longer duration for reliable decision-making in screening (Keller-Margulis, Mercer, & Thomas, 2016). 

Computer Adaptive Measures & STEM

Most recently, we have examined the use of computer-adaptive measures of academic skills to determine whether these measures can improve screening in elementary children (Keller-Margulis, McQuillin, Castaneda, Ochs, & Jones, 2018). Recently, Dr. KM has earned a grant to further investigate automated assessment tools for WE-CBM. Learn more about this on our IES Grant page. We have also explored innovative applications of WE-CBM to specific content areas and grade levels such as the STEM fields and university students.