Classroom Assessment (Part 2): Evaluating Reading Progress
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this Module.
- List three benefits of using CBM to monitor students’ reading progress.
- List the six steps of the CBM process.
- Describe two ways that graphs of CBM data can help a teacher to discuss a student’s progress with her or his parents.
- Ms. Begay has one student whose scores on the weekly probes have been falling consistently below the goal line for several weeks. At the same time, she has another student whose scores have been consistently above the goal line for the past several weeks. For each student, describe what the graphs are indicating and explain what Ms. Begay should do in each case.
- In January, a new student, Mario, joined Ms. Begay’s class. Mario has a learning disability and his former grades indicate that he has been struggling academically, especially in classes that require reading. Ms. Begay has been tracking the reading progress of her students since November using CBM. She would like to track Mario’s reading progress as well. How should she proceed? Include a minimum of three of the CBM procedural steps in your explanation.