CBM Assessment Questions

Scenario: Ms. Carter, a special education teacher, notices that one of her students, Nathan (age 10), frequently exhibits extreme mood swings, struggles to build relationships with peers, and refuses to complete work. His behavior has persisted across multiple settings for over six months. What is the next step?

• Administer a standardized academic achievement test

• Conduct a Functional Behavior Assessment (FBA)

• Evaluate for Emotional Disturbance (ED) using multiple sources

• Provide additional tutoring before further evaluations

What type of assessment should be used in the special education assessment for Nathan (age 10), who frequently exhibits extreme mood swings, struggles with daily living skills, struggles to build relationships with peers, and refuses to complete work?

• A. A behavior observation

• B. An adaptive behavior assessment, such as the Vineland Adaptive Behavior Scales

• C. A phonemic awareness test

• D. A curriculum-based math assessment

Scenario: A teacher asks a student to read a passage aloud for one minute while recording the number of words read correctly per minute (WCPM). What type of assessment is this?

• A standardized reading comprehension test

• A CBM fluency measure

• A behavior rating scale

• A phonological awareness screening

Scenario: A teacher asks a student to write continuously for three minutes in response to a prompt and then counts the number of words written correctly in complete sentences. What CBM measure is the teacher using?

• Words Written Correctly (WWC)

• A standardized spelling assessment

• A norm-referenced writing achievement test

• A teacher-created checklist for writing mechanics.

Scenario: A special education teacher presents a picture and asks students to describe it while recording total words spoken, grammatical accuracy, and vocabulary use (picture description task). What is the teacher assessing?

• A. Oral language fluency using a CBM

• B. Reading comprehension skills

• C. Phonemic awareness

• D. Handwriting proficiency

Scenario: A teacher collects weekly CBM reading fluency data for a third-grade student receiving reading interventions. The data shows steady improvement in Words Correct Per Minute (WCPM) over 10 weeks. What should the teacher do next?

• Stop interventions since progress has been made

• Continue interventions and monitor progress

• Refer the student for a full special education evaluation

• Discontinue all reading assessments

Which of the following is true about CBM?

• CBM provides ongoing data that informs instruction and intervention

• CBM is only used for standardized testing accommodations

• CBM measures intelligence rather than skill performance

• CBM is only useful for students with disabilities

Scenario: A fifth-grade student struggles with reading comprehension. Which CBM measure would be most appropriate?

• Words Correct Per Minute (WCPM) from a fluency passage

• Retell fluency, measuring the number of correct ideas recalled after reading

• A standardized test comparing the student's reading to national norms

• A spelling inventory

A teacher wants to use a daily living skills CBM to assess a student's independence in cleaning up their lunch for an IEP goal. What should the teacher do first?

• Develop a task analysis that breaks down the steps of cleaning up lunch and determine how progress will be measured.

• Give the student a multiple-choice quiz on the importance of cleaning up after meals.

• Give the student a multiple-choice quiz on the importance of cleaning up after meals.

What is a major advantage of using CBM for progress monitoring?

• It provides instant results and can be repeated frequently

• It replaces the need for standardized testing

• It focuses only on students with learning disabilities

• It measures intelligence and cognitive ability