Event Title
Poster: Curriculum Based Measurement as an Instructional Evaluation for an Introduction to Special Education Course
Location
Moakley Atrium
Start Time
14-5-2008 2:40 PM
End Time
14-5-2008 4:00 PM
Description
Curriculum-based measurement (CBM) is a system for ongoing monitoring of students’ progress through a curriculum, and, if done correctly, reflects the effectiveness of instructional programs. If the programs are working well, CBM measures will show that students are making progress. If the programs are not working well, the measures will show little or no gain over time. Recently, use of CBM methods for monitoring progress has been extended to students at the secondary-school level, not only in basic skill areas, but also in content-learning areas such as social studies and science. Results of this research show that a five minute vocabulary-matching measure is a valid and reliable indicator of students' performance and progress in the content areas (Espin, 2007). Since SPED 202, Introduction to Special Education, is a survey course of the key concepts and practices in special education, the presentation of the content is very similar to the presentation in high school content-learning courses. Therefore, using a vocabulary-matching measure may be an appropriate evaluation method to ensure that students are learning the content presented, and that the instructional methods are effective.
Poster: Curriculum Based Measurement as an Instructional Evaluation for an Introduction to Special Education Course
Moakley Atrium
Curriculum-based measurement (CBM) is a system for ongoing monitoring of students’ progress through a curriculum, and, if done correctly, reflects the effectiveness of instructional programs. If the programs are working well, CBM measures will show that students are making progress. If the programs are not working well, the measures will show little or no gain over time. Recently, use of CBM methods for monitoring progress has been extended to students at the secondary-school level, not only in basic skill areas, but also in content-learning areas such as social studies and science. Results of this research show that a five minute vocabulary-matching measure is a valid and reliable indicator of students' performance and progress in the content areas (Espin, 2007). Since SPED 202, Introduction to Special Education, is a survey course of the key concepts and practices in special education, the presentation of the content is very similar to the presentation in high school content-learning courses. Therefore, using a vocabulary-matching measure may be an appropriate evaluation method to ensure that students are learning the content presented, and that the instructional methods are effective.