Data-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One explanation for its lack of widespread use is that educators may not receive adequate training in the DBDM aspects of CBM. Espin et al. examined the extent to which DBDM is represented in CBM professional development (PD) materials and found that the topic was significantly underrepresented (12% to 14% of CBM PD material content) compared with other CBM topics. The purpose of this study was to conduct a conceptual replication of the Espin et al. systematic review through an analysis of CBM content in practitioner journal articles. The present review includes 29 practitioner articles coded to the four CBM categories used in the Espin et al. study: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed a pattern similar to the one found by Espin et al. with approximately 18% of the content of practitioner articles on CBM devoted to the topic of decision-making. These findings strengthen the recommendation from Espin et al. for increased attention to DBDM in CBM training materials.

中文翻译：

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对以从业者为中心的期刊中 CBM 内容的系统回顾：我们谈论教学决策吗？


使用基于课程的测量 (CBM) 数据进行的基于数据的决策 (DBDM) 已证明可以有效提高有学习障碍或有学习障碍风险的学生的学业成绩。尽管有大量证据支持 DBDM，但它的使用对于许多教育工作者来说并不常见，即使是那些定期收集 CBM 数据的人也是如此。其缺乏广泛使用的一种解释是教育工作者可能没有接受 CBM 的 DBDM 方面的充分培训。埃斯平等人。检查了 DBDM 在 CBM 专业发展 (PD) 材料中的代表性程度，发现与其他 CBM 主题相比，该主题的代表性明显不足（CBM PD 材料内容的 12% 至 14%）。本研究的目的是对 Espin 等人的概念进行复制。通过分析从业者期刊文章中的 CBM 内容进行系统审查。本综述包括 29 篇从业者文章，编码为 Espin 等人使用的四个 CBM 类别。研究：(a) 一般 CBM 信息，(b) 进行 CBM，(c) 基于数据的决策，以及 (d) 其他。结果揭示了与 Espin 等人发现的模式相似的模式。 CBM 上大约 18% 的从业者文章内容专门讨论决策主题。这些发现强化了 Espin 等人的建议。在 CBM 培训材料中更加关注 DBDM。