Abu-Hamour, B.

Using curriculum-based measurement to improve students’ achievement in a special education university course.

International Journal of Humanities and Social Science. 3 (2), 163-172. (2013)

Abstract

Proper assessment of ELLs is essential for progress monitoring, determining language proficiency, predicting achievement, and identifying students with disabilities. This study examines the efficacy of CBM as an assessment methodology for enhancing students’ achievement in higher education. It was an initial effort to examine the applicability of CBM procedures to measure reading fluency and spelling and the effects of CBM on students’ achievement in a special education course. This course consisted of 45 university students; three who have a specific learning disability in reading. The results of a 15-week CBM process demonstrated the effectiveness of using CBM in higher education. Furthermore, when compared to the traditional way of assessment, the use of CBM produced significant gains in students’ achievement, specifically, the students who were struggling with reading and spelling. The results of the study were cross validated in the next semester of the academic year and yielded the same conclusion.