THE ABCS OF CBM: A PRACTICAL GUIDE TO CURRICULUM-BASED MEASUREMENT
Book ID/图书代码： 05535015B80062
English Summary/英文概要： This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide the tools needed to assess student learning in reading, spelling, writing, and math, and to graph the resulting data. The role of CBM in systematic instructional problem solving is explained. Every chapter includes helpful answers to frequently asked questions, and the appendices contain over 20 reproducible administration and scoring guides, forms, and planning checklists. The large-size format and lay-flat binding facilitate photocopying and day-to-day use.
See also The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents a broader problem-solving model that utilizes CBM.
Chinese Summary/中文概要： 本书务实、操作性强，为在K8年级学生中开展课程本位测量（简称CBM）提供了概念框架和实用指导。作者提供了评估学生阅读、拼写、写作和数学学习能力以及将结果数据绘制成图标所需的工具，并且阐述了CBM在系统指导问题解决上的作用。每个章节均包含常见问题的实用解答，附录则涵盖了20种可复制的管理与评分指南、表格及计划清单。大尺寸的排版及装订方式便于复印及日常使用。
另外，有关采用CBM的更广泛的问题解决模型介绍，可阅读John L. Hosp, Michelle K. Hosp, Kenneth W. Howell 和Randy Allison所著的《课程本位评估实用指南》。（LYR）
Awards/获奖情况：“本书全面、实用，并且囊括了最新信息，包含有用的表格和标准规范。”——麻省大学咨询与教育心理学学院。
"Up to date, comprehensive, and practical. Contains useful forms and norms."--Terry Bontrager, PhD, Department of Counseling and School Psychology, University Of Massachusetts Boston
About the Author/作者介绍： Michelle K. Hosp,博士,现任美国犹他大学特殊教育学院助理研究员，持有范德堡大学教育学院教育与人文发展博士学位及罗彻斯特理工学院教育心理学硕士学位，其研究重点是在阅读领域利用课程本位测量来提供指导。Hosp博士从事CBM研究及培训已达10余年，同时担任国家学生进步监控中心的培训师。
John L. Hosp，博士，现任美国佛罗里达州立大学师范教育助理教授，并任佛罗里达阅读研究中心研究员，持有罗彻斯特理工学院教育心理学硕士学位及范德堡大学教育学院教育与人文发展博士学位，其研究兴趣主要包括特殊教育领域少数民族学生不成比例的代表、将评估与干预相结合以及干预响应（RTI）的设计与实施。作为一名教育心理学家，Hosp博士在其自身实践中已广泛运用CBM，并且对其他教育学家进行培训。
Kenneth W. Howell，博士，现任西华盛顿大学特殊教育学院教授，已发表诸多关于课程本位评估和课程本位测量的文章。其主要研究领域为问题解决、RTI、CBE、CBM和校园暴力。Howell博士曾经是一名特殊教育教师以及教育心理学家，在相关领域非常有名，经常发表演说、提供培训。
Michelle K. Hosp, PhD, is a Research Associate in the Department of Special Education at the University of Utah. She earned her doctorate in education and human development from the Peabody College of Education at Vanderbilt University and her master’s in school psychology from the Rochester Institute of Technology. Her research focus is on using curriculum-based measurement (CBM) to inform instruction in the area of reading. Dr. Hosp has been using CBM and conducting trainings for more than 10 years and is also a trainer for the National Center on Student Progress Monitoring.
John L. Hosp, PhD, is an Assistant Professor in the School of Teacher Education at Florida State University and Research Faculty at the Florida Center for Reading Research. He has a master’s degree in school psychology from the Rochester Institute of Technology and a doctorate in education and human development from the Peabody College of Education at Vanderbilt University. His research interests include disproportionate representation of minority students in special education, aligning assessment with intervention, and the design and implementation of response to intervention (RTI). Dr. Hosp has used CBM extensively in his own practice as a school psychologist and has trained educators in several states to use CBM and DIBELS.
Kenneth W. Howell, PhD, is a Professor in the Department of Special Education at Western Washington University. Dr. Howell has published extensively in the areas of curriculum-based evaluation (CBE), CBM, and evaluation. His primary areas of research interest are problem solving, RTI, CBE, CBM, and school violence. A former special education teacher and school psychologist, Dr. Howell is well known in both fields as a speaker and trainer.
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