Reflection: Evaluating Reading Progress

In this module on the IRIS resource site, we further explore curriculum-based measurement. To review CBM is similar to other progress monitoring measurements in that teachers can use assessment results to evaluate their own instruction effectiveness as well as students’ progress. However curriculum based measurement offers an assessment procedure that is easily and quickly implemented. Furthermore the results of this assessment offer a clear representation of how students are progressing throughout the school year. The results can be used to track progress throughout the school year and determine which students may need more instruction. In addition to providing educators with accessible information regarding the students, curriculum based measurements offer educators to share the progress with the student, parents or other professionals.
As we learned in the previous module, to apply the curriculum based measurement process there are six steps the educator needs to follow. Part two of the module takes a more in depth look at these steps and how they relate to reading. In step one the teacher creates a test or probe that assesses skills taught throughout the entirety of the academic year. CBM probes assess key reading behaviors such as fluency and word identification for readers on grade level and even help assess those reading below grade level. It is important that these reading probes (or measures) are developmentally appropriate for each readers level of skill. Teachers can use the information resulting from probes to determine whether a student will be a proficient reader and whether she or he will achieve subsequent reading benchmarks (IRIS, 2004). Step two is administering probes. In this subsection of the module we take a deeper look at what that means as we view some examples. Common supplies for administering a reading probe include a stop watch, pen or pencil, teacher and student forms and a way to track or graph the score. Frequently and recording and graphing the results of the probes is listed as step three of curriculum based measurements. By being able to graph the results of probes, teachers are able to continually review a student's progress and monitor the appropriateness of the student's goals. Also teachers can compare and contrast successful and unsuccessful aspects of each student's instructional program which is part ofthe next step in the CBM process.
After the students’ scores are graphed, as step four of the process, the educator should set goals that reflect the expected level of skill proficiency that the students will demonstrate at the end of the school year. Based on these goals and score data collected in previous steps, the teacher can make educated choices in altering and fine tuning classroom instruction to reflect the needs of the students as part of step five (IRIS, 2004). The last step of the curriculum based process focuses on communication between all parties including the student, parents and other professionals. Increased communication is always a great thing for any classroom teacher. As part of step 6 teachers can share information with students about their progress. This can be used to motivate the students to work harder or show them how hard work has paid off. This communication between the student and the teacher helps give value to the effort that is required from the student for progress.
I think curriculum-based measurement would be a valuable tool to any educator. The cost effectiveness of CBM probes is a benefit to any teacher or school, as they are easy to obtain and can even be made by the teacher themselves. This is not only cost effective but allows the teacher to individualize measures for specific students and assess specific criteria or skills. In my own classroom the use of curriculum- based measurements would allow me to analyzing my students’ learning needs, and utilize the reading instruction that would be most beneficial. Because reading has so many skill sets, CBM data would allow me to know whether a student should be practicing reading word lists, spelling, vocabulary, or making connections between ideas in text to develop automaticity in those areas, or needs to build background knowledge. Beyond reading instruction, I could possibly use CBM probes to assess prior knowledge of students on a specific subject to help me better plan the direction my instruction would take. Also by administering probes throughout instruction of a unit, I would gain valuable feedback on the effectiveness of my lessons and the skill retention of the students. By being informed of these things I can better adapt my instruction to focus on specific skill or knowledge areas that students may have difficulty grasping. By reinforcing the skills or information taught as the students’ progress throughout the lesson or school year, I would be more successful in scaffolding skills and knowledge the students need to continue learning and progressing.

Resources

The IRIS Center for Training Enhancements. (2004). Classroom assessment (part 1):
An introduction to monitoring academic achievement in the classroom.
Retrieved on January, 25, 2013, from http://iris.peabody.vanderbilt.edu/gpm/chalcycle.htm