Data‐Based Decision‐Making: Teachers’ Comprehension of Curriculum‐Based Measurement Progress‐Monitoring Graphs
Teachers have difficulty using data from Curriculum‐based Measurement (CBM) progress graphs of students with learning difficulties for instructional decision‐making. As a first step in unraveling those difficulties, we studied teachers’ comprehension of CBM graphs. Using think‐aloud methodology, we examined 23 teachers’ ability to read , interpret , and link CBM data to instruction for fictitious graphs and their own students’ graphs. Additionally, we examined whether graph literacy—measured with a self‐report question and graph‐reading skills test—affected graph comprehension. To provide a framework for understanding teachers’ graph comprehension, we also collected data from “gold‐standard” experts. Results revealed that teachers were reasonably proficient at reading the data , but had more difficulty with interpreting and linking the data to instruction . Graph literacy was related to some but not all aspects of teachers’ CBM graph‐comprehension ability. Implications for training teachers to comprehend and use CBM progress data for decision‐making are discussed.
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