تاثير اندازه گيري مبتني بر برنامه درسي (CBM) بر پيشرفت رياضي دانش آموزان ابتدايي

The Effect of Curriculum Based Measurement (CBM) on Math Achievement of Elementary Students

يك روش نظارت بر پيشرفت تحصيلي مهارت هاي پيش بيني شده در برنامه با وجود اينكه حدود نيم قرن از معرفي CBM در دنيا مي گذرد، ولي تاكنون در برنامه درسي ايراني بنابراين هدف از پژوهش حاضر معرفي و بررسي تاثير CBM بر پيشرفت درس رياضي دانش آموزان ابتدايي در مقايسه با روش هاي تحقيق حاضر از نظر هدف، كاربردي و به لحاظ جمع آوري اطلاعات، شبه آزمايشي با گروه كنترل و پيش آزمون براي نمونه اي نتايج تحليل كوواريانس نشان مي دهد كه CBM بر پيشرفت رياضي دانش آموزان ابتدايي تاثير بر اساس نتايج پژوهش حاضر پيشنهاد مي شود كه CBM به عنوان يك روش موثرتر از ارزشيابي تكويني، در برنامه درسي دوره ابتدايي به كار گرفته شود.

Curriculum Based Measurement (CBM) is a supervision method of student’s educational achievement through direct assessment of predicted skills in the curriculum. Although almost half a century passes from the introduction of CBM in the world, however, it has not been considered in Iranian curriculum. So, this research aimed to introduce and investigate the impact of CBM on math achievement of elementary students in comparison with conventional methods of formative evaluation. The present study based on the goal is applied research and in term of data collection is a quasi experimental method with a control group and pretest for a sample of 3rd grade elementary students. Results of analysis of covariance showed that CBM had a significant effect on elementary students’ math achievement. Based on this research results, it is recommended that CBM is used in the elementary curriculum as a more effective method of formative evaluation.