Which of the following best describes the purpose and use of curriculum-based measurement (CBM)?

• A. To diagnose learning disabilities
• B. To measure intelligence
• C. To monitor progress in academic skills and evaluate intervention effects
• D. To assess personality traits

Answer: (C)

Curriculum-based measurement focuses on tracking a student’s progress in the skills taught in the classroom over time to determine if instruction is effective. It uses brief, frequent probes tied to the curriculum—such as reading fluency checks, quick math computation tasks, or short writing samples—and the results are plotted to show growth rates and intervention effects. This approach is central to progress monitoring within MTSS/RtI, guiding decisions about whether to intensify, adjust, or maintain supports based on how the student responds. It isn’t used to diagnose learning disabilities, measure intelligence, or assess personality traits.