Abstract
The present study explored research trends regarding Curriculum-Based Measurement (CBM), with the aim of recommending adoption of a standardized system of Curriculum-Based Measurement in Japan. In the United States, Curriculum-Based Measurement is a useful way to monitor the progress of students' learning in response to an intervention (RTI). For the present study, articles on Curriculum-Based Measurement were reviewed, and research trends extracted. The following themes in Curriculum-Based Measurement research were noted: (a) a theme relating to the technical adequacy of and utility of Curriculum-Based Measurement, and (b) a theme having to do with expansion and limitations of Curriculum-Based Measurement. Research has confirmed the validity and reliability of Curriculum-Based Measurement for reading, spelling, writing, and mathematics. The utility of Curriculum-Based Measurement was classified based on the following: (a) the best way to give feedback on results, (b) data evaluation decision rules, (c) comparative investigation of treatment in educational placement, and (d) Curriculum-Based Measurement in regular classrooms. Articles on the expansion of Curriculum-Based Measurement were classified based on Curriculum-Based Measurement as a new method for the identification of children who have learning disabilities and for monitoring class-wide progress. Limitations of Curriculum-Based Measurement are discussed in terms of difficulties in identifying skill contents, the sensitivity of Curriculum-Based Measurement, and cost. On the basis of the research trends identified, the significance of Curriculum-Based Measurement and some challenges facing the adoption of a standardized system of Curriculum-Based Measurement in Japan are discussed. In Japan, because students, including those with special educational needs such as learning disabilities, are included in regular classrooms, a new educational system such as response to intervention is needed. Taken together, the results of the present review and the Japanese situation suggest that Curriculum-Based Measurement is needed in Japan. A process of standardization should be adopted, and computer applications and consultation services developed.
