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Curriculum-Based Measurement progress data: Effects of graph pattern on ease of interpretation.
Christine A Espin1, Nadira Saab1, Ron Pat-El2
11Department of Education and Child Studies, Leiden University, Wassenaarseweg 52, 2333 AK Leiden, The Netherlands.
Zeitschrift Fur Erziehungswissenschaft : Zfe
|April 9, 2019
Summary
Interpreting Curriculum-Based Measurement (CBM) data is crucial for student progress. This study found that specific CBM graph patterns impact how easily educators understand and use this data for instructional decisions.
Area of Science:
- Educational Psychology
- Learning Sciences
- Data Visualization in Education
Background:
- Curriculum-Based Measurement (CBM) is vital for tracking student progress and evaluating instructional effectiveness, particularly for students with learning difficulties.
- Despite extensive research on CBM, a gap exists in understanding how to effectively interpret and utilize CBM data for instructional decision-making, which is essential for performance gains.
Purpose of the Study:
- To investigate factors influencing the interpretation of Curriculum-Based Measurement (CBM) data.
- To specifically examine how different CBM graph patterns affect the ease of data interpretation.
Main Methods:
- Thirty college/university students participated in a two-part study.
- Participants viewed various slope-to-goal and slope-to-slope patterns of CBM-graphed data.
- Response times and accuracy were measured as participants answered decision-making questions.
Main Results:
- The study revealed significant differences in the ease of interpreting various CBM graph patterns.
- The impact of graph patterns on interpretation ease was dependent on the specific decision-making question asked.
Conclusions:
- Certain CBM graph patterns facilitate easier data interpretation than others.
- Findings have implications for improving the practical use of CBM data in educational settings to support instructional decisions and enhance student outcomes.
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