Curriculum-based measurement (CBM) is a systematic, ongoing assessment framework that allows special educators to monitor students’ progress and determine the need for instructional adaptations. Jenkins and colleagues examined the accuracy and timeliness of six different schedules of CBM progress monitoring (PM). The authors found that weekly and intermittent PM schedules were similarly accurate and timely. This study replicated and extended the work of Jenkins and colleagues by examining the accuracy and timeliness of different PM schedules for 51 students with disabilities. Results indicated that the accuracy and timeliness of the PM schedules for the current sample was poorer than the accuracy and timeliness reported by Jenkins and colleagues. In line with the results of the original study, however, these results indicated that intermittent PM schedules sufficiently predicted student true growth compared to weekly PM schedule. Implications for research and practice are discussed.

中文翻译：

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在阅读中使用基于课程的测量比较进度监控的时间表：一项复制研究

基于课程的测量 (CBM) 是一个系统的、持续的评估框架，它允许特殊教育工作者监控学生的进步并确定教学调整的需要。Jenkins 及其同事检查了六种不同的 CBM 进度监控 (PM) 计划的准确性和及时性。作者发现每周和间歇性 PM 计划同样准确和及时。本研究通过检查 51 名残疾学生不同 PM 时间表的准确性和及时性，复制并扩展了 Jenkins 及其同事的工作。结果表明，当前样本的 PM 计划的准确性和及时性低于 Jenkins 及其同事报告的准确性和及时性。然而，与最初的研究结果一致，这些结果表明，与每周 PM 计划相比，间歇性 PM 计划充分预测了学生的真实成长。讨论了对研究和实践的影响。