Glossary Assignment: Curriculum-Based Procedures

04:706 Theories of Standardized Assessment

Breanna Delaquis

110220

June 10, 2020

 Major Curriculum-Based Procedures
Glossary
Alternative grading Alternative grading measures are useful to teachers who are trying to

assess students with disabilities.  There are a few different methods including multiple grading,

pass/fail grading, grading for effort, and portfolio based grading (Venn, 2014, p. 68).

Online Source: https://www.teachthought.com/pedagogy/12-alternatives-to-letter-grades-in-

education/

This website provides an article talking about the traditional letter grading system and it provides

alternatives to this assessment method.  First, there is a discussion about why letter grading is not

the best form of assessment or why it shouldn’t be the only form of assessment.  Then they

include 12 alternative forms of assessment that could be utilized in the classroom and

descriptions of each.  

Anecdotal Recording       Anecdotal records are a way to help educators better understand

student behaviour.  The teacher systematically records behaviours during a specified time.

Observers can use a record sheet to write down their observations, but sticky notes and checklists

could also work.  When recording observers should make note of the behaviour but also the

antecedent and consequence if it was observed (Venn, 2014, p. 205).

Online Source:https://www.youtube.com/watch?v=ed9EqWXO4Jg

This short video explains what anecdotal records are and how they can be collected.  There are a

few teachers who shared their experiences with anecdotal records which makes the video

relatable.  There are also clips shared of teachers observing students and taking anecdotal
records.  The video highlights some of the important things an observer needs to remember when

collecting anecdotal records.  

Classroom Assessment Techniques (CATs)      These are techniques used by teachers to assess

the effectiveness of their teaching strategies and help them in improving instruction.  These

quick assessments can also gauge student learning and attitudes towards learning.  There are a

variety of techniques and teachers must choose one that is appropriate with their teaching style

and easy for them to implement.  Some techniques include chain notes, exam evaluations, minute

papers and two-minute reflections, and student-generated test questions (Venn, 2014, p.  249).

Online Source: https://library.gwu.edu/utlc/teaching/classroom-assessment-techniques-cats

The University Teaching & Learning Center, of The George Washington University, includes

some excellent information regarding CATs on their website.  First they include a description of

CATs, examples, and implementation strategies.  Then they have a very detailed chart that

includes the different techniques, a description of each, what should be done with the data, and

the time required.  

Curriculum-based measurement (CBM) This technique is a direct and repeated measurement

of students academic progress and social development.  First a whole school screening is done to

identify students who are in need of ongoing monitoring.  Then for those students it is quick to

administer CBM using one-minute probes that are given on a consistent basis for students . 

Progress is displayed on a graph to help determine whether choices about instructional

programming are effective or if changes need to be made (Venn, 2014, p. 251).

Online Source: https://www.prodigygame.com/blog/curriculum-based-measurement/

This website is an excellent source filled with information about Curriculum-based measurement

(CBM).  There is information and a video about the history of CBM which leads into

information about how CBM works and is implemented.  There are several advantages which are

listed for those interested in reading about the benefits.  Another great feature of this website are

the examples and videos provided. 

CBM in Math    Curriculum based measurement in math is used for screening and progress

monitoring of a variety of math skills.  Teachers have benchmarks set out for their students and

they monitor students based on these benchmark goals.  Students that fall below benchmarks

during either screening or progress monitoring may be identified as struggling or in need of

remediation.  Information from assessments may also suggest that changes need to be made to

instructional interventions that are being implemented (Venn, 2014, p. 294).

Online Source:https://www.youtube.com/watch?v=WZolhhzxAsg

Breanna Sherrow, a Special Education Ph. D. Student at the University of Arizona created this

video about Curriculum Based Measurement in Math.  In this video she describes the origins of

CBM and what CBM is.  Then she specifically talks about CBM in math.  She discusses the

different types of math probes that can be used and the directions that should be given to

students.  Finally, she explains who you would go about scoring the assessment. 

CBM in Reading

Curriculum based measurements in reading are repeated measures that can be used to assess

students reading levels and progress.  Reading skills that are monitored include oral reading

fluency, reading comprehension, and early literacy skills.  Test construction, administration,

scoring, and data interpretation all follow standard methods (Venn, 2014, p. 268).  
Online Source: https://www.youtube.com/watch?v=mt2xoeEpxTc

This video is in lecture format using a slideshow to present the information about CBM in

reading.  The reader discusses what CBM looks like in terms of oral reading fluency.  She

discusses the procedures and the scoring process in a very step by step format.  Furthermore,

there is information on how to assess and evaluate the data collected which is very helpful to

educators. 

CBM Writing  Curriculum-based measurements of writing (CBM-W) help teachers pinpoint

students in need of support, monitor student progress, and evaluate program effectiveness.  To

begin the assessment teachers provide students with writing probes, usually open-ended story

starters that lead into story writing.  Scoring of the writing looks at the amount of words written,

the words spelled correctly, as well as correct writing sequences.  Hopefully through this process

teachers can identify progress in developing written expression skills (Venn, 2014, p. 314).

Online Source:https://www.youtube.com/watch?v=uWo2x5e-5gk

This video is a clip from a conference in 2012 where Jane Flynn Anderson, Ph. D. describes

Curriculum Based Measurement in Writing.  In this interactive format with her audience of

teachers she explains the process of this type of assessment.  Next she explains the process of

scoring this assessment.  

Cloze procedures Cloze procedures test comprehension skills of students by testing their

word prediction abilities.  Teachers can use texts that are readily available to them and use short

passages from them to make a quick assessment.  Generally passages of about 250 words are

used, the beginning and ending sentences are intact, and every fifth word is blanked out.  The

students are then asked to read the passage filling in the blanks and are assessed based on their
ability to predict words.  Teachers can identify whether a text is the appropriate reading level if

students can predict between 44% and 57% of the missing words (Venn, 2014, p. 277).

Online Source:https://study.com/academy/lesson/cloze-procedure-technique-and-definition.html

This video which was found on Study.com is a great visual representation of what the cloze

procedure looks like.  First they explain the assessment technique and then they move into an

example of how it works.  The example gives a clear visual of what a passage might look like

when given to a student and how one would go about completing the assessment.  

 Differentiated Assessment       Is a form of test creation that considers the varying needs of

students.  Rather than creating multiple tests, teachers create one test that has different leveled

questions.  The levels of questions will increase in difficulty based on Bloom’s taxonomy.  This

differentiated assessment includes all students in the testing process but allows them to complete

it at a level they are comfortable with and prepared for (Venn, 2014, p. 241). 

 Online Source: https://www.youtube.com/watch?v=DuWT9Eujzns

This short video on differentiated assessment shares one teacher's opinions and strategies.  She

shares the strength based approach to assessment that she uses, considering the needs of her

students.  She recognizes the benefit of differentiated assessment in her own classroom and

shares this with the audience. 

Direct observation This form of assessment involves teachers recording student behaviours,

actions, and academic struggles on the go.  Teachers jot down simple notes as the behaviour

occurs in an unsystematic fashion.  Teachers can be looking for causes of behaviour, student’s

ability to problem solve, or understanding of content that was presented (Venn, 2014, p. 204).  
Online Source: https://study.com/academy/lesson/using-direct-observation-to-assess-student-

learning.html

This short video discusses how teachers can differentiate both instruction and assessment.  It

discusses the difference between formal and informal assessments and specifies how direct

observation falls into both those categories.  Overall, the video highlights the importance of

utilizing direct observation on a continuous basis to help monitor student behaviour and

academic progress to help identify any instructional changes that may need to take place.  

Error pattern analysis In math error pattern analysis is a suitable assessment technique

that quickly allows teachers to identify students in need of extra support or targeted intervention. 

Using written work samples teachers can identify mistakes and evaluate why the errors were

made.  Computational errors, incorrect algorithms, mistakes in operations, basic fact errors, or

random responses are all errors that might be identified when evaluating written work samples

(Venn, 2014, p. 299).

Online Source:

http://www.specialconnections.ku.edu/~specconn/page/instruction/math/pdf/patternanalysis.pdf

This is a very short article that describes what Error Pattern Analysis is.  It talks about the benefit

of using this technique with students who have specific learning problems.  It is a good strategy

to quickly identify common or recurring errors in samples of student work.  The article also lists

steps to follow to carry out the process and notes things that educators should be looking for in

their assessment.  

Mean Length of Utterance (MLU) A curriculum based strategy that helps determine the

language level of young children.  The individual administering this assessment records and
analyzes spontaneous speech samples with a minimum of 50 consecutive utterances.  The

assessment looks at the average length of a child’s utterances (Venn, 2014, p. 177). 

Online Source:https://www.youtube.com/watch?v=4LqxcyltG0c

This video was made by Jenn Freeburg, an Assistant Professor at Illinois State University, and

she teaches in the department of Communication Sciences and Disorders.  Her expertise in

language development is evident in the video she has created to explain MLU.  She takes her

time to explain what MLU is as well as how one would go about assessing this.  

Miscue analysis    This is a curriculum based assessment which evaluates student errors to plan

for remediation and guide instruction.  By analyzing student errors in math, spelling, or written

expression, teachers can identify areas of concern and build a plan accordingly (Venn, 2014, p.

275)

Online Source:https://www.youtube.com/watch?v=wL7zC6mbzEY

Reading Specialist, Dr. Andy Johnson created this short video to help familiarize the audience

with miscue analysis.  He gives a detailed explanation of the process of miscue analysis as well

as some of the scoring techniques that should be used.  

Momentary time sampling In momentary time sampling the observer is looking for

occurrences or nonoccurences of a target behaviour.  In this type of sampling the observer will

record behaviours at the end of a specific time period.  Time periods can range in length, but

should be decided upon prior to observing for targeted behaviours.  After a week or two of this

type of observation teachers should have a large enough sample to analyze the frequency in

which the target behaviour is or isn’t occurring (Venn, 2014, p. 207)..  

Online Source: https://howtoaba.com/momentary-time-sampling/

The How to ABA website posted this article in September of 2019 for educators looking for

more information on Momentary Time Sampling.  The website has a downloadable time

sampling graph and data sheet which is very handy for educators.  The article also describes

Momentary Time Sampling and why educators may want to use it.  An excellent feature of this

source is the video example that is included, it is a great addition to the information provided.  

Portfolio Scoring Protocols     Portfolios are a type of assessment that highlight student growth

and process.  The scoring protocols for a portfolio are dependent on the type of portfolio that was

created and the purpose of its creation.  Although portfolios are to be individualized to an extent,

there are likely to be some standardized components that teachers can assess.  The use of analytic

or holistic rubrics to assess portfolios is helpful because of their subjective nature (Venn, 2014,

p. 346).

Online Source: https://www.geneseo.edu/sites/default/files/sites/education/p12resources-

portfolio-assessment.pdf

This slideshow gives a very detailed explanation of portfolio assessment.  The slideshow

discusses the purposes for portfolios and what different types of portfolios might contain.  The

author also covers examples of what might be included in a subject specific portfolio.  Finally,

the most relevant section of this slideshow discusses the evaluation of portfolios and the steps

that should be taken. 

Response to Intervention for behaviour (RTI) This is a proactive three-tiered model that

promotes school-wide positive behaviour.  The first tier provides universal instruction to the

whole school on expectations.  Students who need more targeted support receive tier 2 supports. 
A very small percentage of students will require the more intensive supports of tier 3 (Venn,

2014, p. 201).

Online Source:https://www.pbis.org/

This website is very valuable for any schools or educators looking to become familiar with PBIS

with the goal of implementing it in their school.  The website contains a detailed description of

each of the 3 tiers along with possible interventions to implement.  There are also tools and

resources to take a deeper dive into more specific topics related to PBIS.  Publications and

videos are also available along with information about conferences and presentations.  

Rubrics     Rubrics are used when there is not a fixed response that is being assessed but rather

variable responses that are challenging to assess.  The rubric provides criteria for assessment that

includes possible responses or qualities that are being looked for.  Rubrics can included

checklists, rating scales, as well systems of observation (Venn, 2014, p. 347).

Online Source: https://www.youtube.com/watch?v=b4shMaSel00

This is a quick but informative video explaining why teachers would want to use rubric for

assignments and projects that are more subjective to assess.  He explains how to use rubrics for

assessment.  In the video he also explains the difference between analytic and holistic rubrics.  

Running records Teachers use running records to assess oral reading as a student reads a

passage.  Teachers make notes of substitutions, omissions, deletions, self-corrections, hesitations,

repetitions, and difficulties with words on a recording sheet as the student reads.  Evaluating

these reading miscues will help teachers plan for instruction, assess text difficulty, and monitor

student progress (Venn, 2014, p. 276).

Online Source:

http://scholastic.ca/education/movingupwithliteracyplace/pdfs/grade4/runningrecords.pdf

Scholastic education made an excellent document explaining running records and educators

using this assessment technique would benefit from reviewing this document.  What is

particularly nice about this document is the scoring examples that are provided, and the

description of percentages.  There is also a section on Analyzing Reading Behaviours and

descriptions about the different types of cues.   

Task Analysis      Task Analysis is a step by step instructional technique to help students learn

new skills.  Difficult tasks are broken down into smaller more manageable steps to help the

student work through the task.  Task analysis can be used in teaching academic skills, life-

management skills, self-help skills, and career-related skills (Venn, 2014, p. 234).  

Online Source: https://www.youtube.com/watch?v=mIAJ8SKLkGY

This video begins by explaining what task analysis is and how it works.  The video then includes

a few different examples of task analysis in action.  Some examples show the student’s being

self-directed and a couple examples show a more guided form of task analysis by the teacher. 

They are all great examples of successful task analysis implementation.  

Written Language Profile This is an informal curriculum based assessment that helps

teachers analyze written language performance and growth.  Some of the things that are being

analyzed include fluency, average thought units, vocabulary diversity, organization, and

identifying structural errors.  Teachers can then find a focus for their instruction that will provide

students with the skills they need to know (Venn, 2014, p. 319).

Online Source: http://dx.doi.org.berlioz.brandonu.ca/10.1177/1534508408318801 

This is a series of articles that cover the topic of Written Language Assessment.  They discuss

the complexity of assessment, and each article covers a different aspect of assessment.  This

source provides the reader with a vast amount of literature on the topic ensuring a better

understanding of this form of assessment.  The inclusion of both strategies for assessment and

instructional practice make this an excellent source.  

 References

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Center on PBIS Positive Behavioral Interventions & Supports. (2019). What is PBIS? Getting

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Prentice Hall. ISBN-10: 0133400026 • ISBN-13: 9780133400021