EFFECTS OF ONGOING CURRICULUM-BASED MEASUREMENT ON STUDENT AWARENESS OF GOALS AND PROGRESS

Students' knowledge of spelling goals and perceptions of progress toward goals, with and without ongoing curriculum-based measurement (CBM), was investigated. Learning disabled (N = 19) and emotionally disturbed (N = 10) pupils, ranging in age from 8 to 15 years, were assigned randomly to computer-assisted CBM, pen and paper CBM, and contrast groups. Students were interviewed and inferential statistics were applied to responses. Results indicated significant differences between CBM and contrast students. CBM students described their goals more specifically and thought they received more frequent and more graphic displays of performance feedback. No differences (a) among the treatment groups concerning perceptions of goal attainment or (b) between the computer-assisted and pen and paper CBM groups were found. Implications for practice are discussed.

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