1. What is the curriculum-based measurement (CBM)? Provide a definition, as well as some examples as discussed in this module's readings.
2. Accordingly to Fuchs and Deno (1991), how is the curriculum-based measurement (CBM) different than other types of curriculum-based assessment? Describe each of the differences listed within the article.
3. Summarize the advantages and limitations/challenges of CBM as discussed by Tursing and Breikjern (2017).
4. What are Dynamic Indicators of Basic Early Literacy Skills (DIBELS)? What are the requirements/criteria for DIBELS measures?
5. Describe the difference between generic vs. curriculum-dependent probes. What were the implications for practitioners based on the results of the Riley-Heller et al. (2008) study which compared the two types of probes?
6. How does CBM compare to the ways in which you currently assess/teach skills such as math and reading to your students/clients? Alternatively, if you do not address these types of skills with your students/clients, describe how your skills (e.g., reading, math) were assessed/taught when you were younger.