Curriculum-Based Measures: Development and Perspectives

This literature review provides a brief history of curriculum-based measurement (CBM), clarifying its relationship to curriculum-based assessment, a summary of the primary features of CBM, and a rationale for its design. Extensions of CBM to new research domains are identified, and a perspective is provided on the place of CBM in the broader context of educational assessment. This paper was written by Stanley L. Deno of the University of Minnesota.