Curriculum-based measurement (CBM) represents a critical strategy for data-based decisionmaking within educational settings. Visual analysis is frequently used to analyze CBM data; thus, CBM vendors often automatically generate graphs based on student data to facilitate analysis. Differences in graph formatting are apparent across CBM vendors, and currently, the extent to which these differences may influence rater interpretation of data is unknown. As such, the current study sought to evaluate whether there were differences in rater evaluation of presence and magnitude of an intervention effect when identical data were plotted on graphs of four CBM vendors: AIMSweb, FastBridge Learning, easyCBM, and DIBELS Next. Results of the study indicated that visual analysts rated. Results of the study found that probability of identifying the presence of a treatment effect was similar across vendors. However, differences emerged with respect to ratings of magnitude of effect, with raters indicating the greatest magnitude of intervention effect for easyCBM and DIBELS Next graphs. As data graphs generated by CBM vendors may be utilized by school personnel to make decisions regarding the continuation, discontinuation, or alteration of intervention procedures, the results of the study indicate the need for increased consideration in the manner in which data are presented visually such that accurate decisions are made regarding student progress and response to intervention.

基于课程的评估（CBM）是教育环境中基于数据的决策制定的关键策略。视觉分析通常用于分析煤层气数据。因此，CBM供应商通常会根据学生数据自动生成图表，以方便分析。图形格式的差异在CBM供应商之间显而易见，目前，这些差异可能影响评估者对数据的解释的程度尚不清楚。因此，当前的研究试图评估在四个CBM供应商（AIMSweb，FastBridge Learning，easyCBM和DIBELS Next）的图表上绘制相同的数据时，评估者对存在和干预效果大小的评估是否存在差异。研究结果表明，视觉分析师对此进行了评估。研究结果发现，在各个供应商中，确定存在治疗效果的可能性相似。但是，在效果量的等级方面出现了差异，评分者指出了easyCBM和DIBELS Next图的最大干预效果量。由于学校工作人员可以利用CBM供应商生成的数据图来做出有关干预程序的继续，中断或更改的决策，因此研究结果表明需要以可视方式呈现数据的方式进行更多考虑，以便就学生的进步和对干预的反应做出准确的决定。评分者指出easyCBM和DIBELS下图的干预效果最大。由于学校工作人员可以利用CBM供应商生成的数据图来做出有关干预程序的继续，中断或更改的决策，因此研究结果表明需要以可视方式呈现数据的方式进行更多考虑，以便就学生的进步和对干预的反应做出准确的决定。评分者指出easyCBM和DIBELS下图的干预效果最大。由于学校工作人员可以利用CBM供应商生成的数据图来做出有关干预程序的继续，中断或更改的决策，因此研究结果表明需要以可视方式呈现数据的方式进行更多考虑，以便就学生的进步和对干预的反应做出准确的决定。