The purpose of this preliminary study was to explore the reliability of Curriculum-Based Measurement (CBM) vocabulary-matching forms with students in an introduction to special education course in a college setting. Data from 84 students enrolled in a teacher preparation program across three semesters were examined. Results suggest low to moderate alternate form reliability with adjacent forms (r = .49) compared to the mean of two weekly forms (r = .65). Future directions on form development to strengthen reliability are discussed as well as implications for CBM use in college classrooms as a formative assessment tool.

中文翻译：

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探索基于课程的测量作为大学课堂形成性评估的可靠性

本初步研究的目的是探讨基于课程的测量 (CBM) 词汇匹配形式与学生在大学环境中的特殊教育课程介绍中的可靠性。检查了来自三个学期的 84 名参加教师准备计划的学生的数据。结果表明，与每周两次表格的平均值 (r = .65) 相比，相邻表格的替代表格可靠性低至中等 (r = .49)。讨论了形式开发以加强可靠性的未来方向，以及在大学课堂中使用 CBM 作为形成性评估工具的影响。