This paper provides a description of 30 years of research conducted on curriculum-based measurement. In this time span, several subject matter areas have been studied—reading, writing, mathematics, and secondary content (subject) areas—in developing technically adequate measures of student performance and progress. This research has been conducted by scores of scholars across the United States using a variety of methodologies with widely differing populations. Nevertheless, little of this research has moved from a “measurement paradigm” to one focused on “training in data use and decision making paradigm.” The paper concludes with a program of research that is needed over the next 30 years.
Tindal, G. (2013). Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present. ISRN Education, 2013, 1–29. https://doi.org/10.1155/2013/958530