Volume 18, Issue 3 (1989)
Development of Written Retell as a Curriculum-Based Measurement in Secondary Programs
Gerald Tindal, Richard Parker
ABSTRACT: Curriculum-based measurement (CBM) has been advocated by a number of professionals and practiced in many districts, but writing on the subject and its application has focused on elementary schools. This study addresses the adoption of CBM in secondary settings. A written-retell measurement task was used to sample performance in content-area specialties and engage students in a functional task necessary for success in content-area classes. Students from three grade levels (6, 8, 11) were assessed using written-retell along with two other criterion measures: a Maze comprehension task and a creative writing sample.The retell measure was scored using several strategies with the data analyzed to ascertain changes across grade levels and relationships among different metrics.The findings are interpreted as supportive of using curriculum-based measurement formats in secondary settings.
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