Curriculum-Based Measurement: An Alternative To Traditional Screening, Referral, and Identification

Abstract

Curriculum-based measurement of academic performance is an alternative to traditional referral and assessment models in psychoeducational evaluation. This study contrasted a screening and referral procedure that used weekly measurement of performance in reading, spelling, and written expression with a traditional teacher-referral procedure. Students referred by the 2 methods were compared with respect to referral rate, cognitive functioning, achievement level, social behavior, sex differences, and identification as learning disabled. The number of students referred through curriculum-based measurement was similar to the number referred by teachers. In addition, the results indicated that academic achievement was almost the sole criterion used in teacher referral, although teacher-referred students were more likely to be rated as behavior problems. Finally, students referred through weekly achievement measurement were as likely to have an aptitude-achievement discrepancy as were students referred by teachers.