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This review of published literature and research critically examines the conceptual and psychometric problems associated with curriculum-based measurement (CBM) as they relate to eligibility decision making and programming for special education. It is concluded that although CBM can provide a useful supplement in assessing and remediating academic difficulties, it suffers from many of the criticisms leveled at traditional assessments as well as some unique limitations of its own. It is concluded that CBM, to be of most value, needs to be part of a larger systematic psychoeducational assessment program rather than a replacement for it.
Mehrens et al. (Thu,) studied this question.
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