Scoring Accuracy within Curriculum-Based Measurement: A Comparison of Teachers and Microcomputer Applications

Abstract

The differences between teacher scoring and computer scoring within curriculum-based measurement (CBM) were investigated in the area of spelling. Subjects were 18 special education teachers from eight schools in a metropolitan area in the southeast. Data were collected from teacher and computer scored CBM spelling tests. Results indicated that although the accuracy of teacher scores was within an acceptable range, computer scoring accuracy was significantly higher and computer scoring produced greater scoring stability. Additionally, high correlations were produced between the computer or teacher spelling scores and a standardized test of spelling achievement—indicating robust criterion validity for CBM. Findings indicate that computers may enhance teacher planning by providing teachers more time for planning and more accurate assessment data.

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