The purpose of this study was to examine the amount of attention devoted to data-based decision-making in Curriculum-Based Measurement (CBM) professional development materials. Sixty-nine CBM instructional sources were reviewed, including 45 presentations, 22 manuals, and two books. The content of the presentations and manuals/books was coded into one of four categories: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed that only a small proportion of information in the CBM instructional materials was devoted to data-based decision-making (12% for presentations and 14% for manuals/books), and that this proportion was significantly smaller than (a) that devoted to other instructional topics, (b) that expected were information to be equally distributed across major instructional topics, and (c) that recommended by experienced CBM trainers. Results suggest a need for increased attention to data-based decision-making in CBM professional development.

本研究的目的是检查在基于课程的测量 (CBM) 专业发展材料中对基于数据的决策的关注程度。审查了 69 个 CBM 教学资源，包括 45 个演示文稿、22 个手册和两本书。演示文稿和手册/书籍的内容被编码为四类之一：(a) 一般 CBM 信息，(b) 进行 CBM，(c) 基于数据的决策，以及 (d) 其他。结果显示，CBM 教学材料中只有一小部分信息专门用于基于数据的决策（12% 用于演示，14% 用于手册/书籍），并且该比例显着小于 (a)对于其他教学主题，(b) 期望信息在主要教学主题中平均分配，(c) 由经验丰富的 CBM 培训师推荐。结果表明需要更多地关注 CBM 专业发展中基于数据的决策。