Curriculum-based measurement as a form of progress monitoring in correlation with teacher expectations in mathematics for students who are deaf or hard of hearing

Judith Mary Emerson


The purpose of this study was to investigate the effectiveness of commercially-available curriculum-based measurement instruments to monitor progress in the area of mathematics in terms of validity and sensitivity to growth when used with children who are deaf or hard of hearing. Participants included 43 students who were deaf in pre-kindergarten through sixth grade and six classroom teachers at a residential school for the deaf in a Southeastern state. Over a three-month period of time, curriculum-based measurement probes were administered in five mathematical skill areas. Through statistical analysis, the researcher determined quantitatively that significant growth occurred in four of the five mathematical skill areas. The study provided evidence that commercially-available curriculum-based measurements developed for hearing children were an effective progress monitoring tool for teachers of the deaf and hard of hearing when appropriate accommodations and testing conditions were employed. This study was limited in the ability to investigate the reliability of curriculum-based measurement due to the small sample size and time limitations. Further investigation within the population of students who are deaf and hard of hearing to establish a reliability factor related to curriculum-based measurement is warranted.