Design Curriculum Based Assessments

1. Student age: 11 years old (male)

Grade: 6^th grade

Possible classroom setting: student group together by different desks; there are a few study stations. The CBM assessment takes place in one of the stations, with teacher sits by the student who is being assessed.

Cognitive level: above average intelligence. In the mediate-high intelligence among the students in the class/

Social skill level: sociable, in the range of norm.

Behavior skill level: well-behaved in general, talk sometimes but does not interfere with his study and others.

2. Academic area: ESL / English

3. Instructional materials I will use to develop the content of my CBM

Children’s novels for 4-7^th grade that I use during daily reading period

Masterpiece by Elise Broach (publisher: Henry Holt and Company, New York, 2008)

Also Known As Harper by Ann Haywood Leal (publisher: Henry Holt and Company, New York, 2009)

The Capture by Lasky, Kathryn (publisher: Scholastic, 2003)

Dark River by Hunter, Erin (publisher: HarperCollins, 2008)

The key words from these books have been taught in particular in the previous class.

4. Standardized procedures by defining:

In contrast to less formal methods of monitoring classroom academic skills, the hallmark of CBM is that it follows standardized procedures of administration and scoring.

1)      Materials

A)  Two copies of the numbered reading material will be prepared. One for the teacher,      one for the student.

The CBM reading test is a two-paragraph segment of about 250 words that the teacher has taken from the book Masterpiece with the vocabulary and fluency difficulty for a grade level between 4^th grade and 7^th grade, as a reading-fluency measurement tool to monitor the students performance in the daily reading literacy program.

B) stopwatch

C)    Pen or marker

D)    Score sheet

2)  Directions for administration:

            The exam takes place once every two weeks.

The teacher and the student sit across the table from each other. The examiner hands the student the unnumbered copy of the CBM reading passage. The teacher takes the numbered copy of the passage, shielding it from the student's view.

During the reading proficiency exam, the teacher sits down individually with the student, gives testing instructions. The instructions include the student should read aloud for 1 minute from each of two separate reading passages. If the student does not know a word, she should try her best or the teacher will tell her.

The teacher begins the stopwatch as soon as the student starts to read. As the student reads along in the text, the teacher records any errors by marking a slash (/) through the incorrectly read word. The errors include mispronunciations, substitutions, omission, transpositions of word-pairs, and words read to the student by the examiner after 3 seconds have gone by. At the end of 1 minute, the examiner says, “Stop” and marks the student's concluding place in the text with a bracket ( ] ).

3) Time limit: each CBM reading probe is timed for one minute.

4) Scoring rules:  

The student’s performance on the CBM reading probe is scored for speed, or fluency, and for accuracy of performance. For each of the three reading probes, the teacher calculates the number of words that the student correctly read from the total word numbers attempted per minute, errors that the student makes, and then get a score in percent accuracy. The teacher then choose the median scores out of the three CBM reading probes (for both the correctly read words and errors made), as the more accurately obtained reading fluency of the student.

The teacher also gets the student’s reading fluency baseline from three CMB probes that take place over a period, for example, a week or three weeks.

5. Sample of the CBM probe