@article{oai:kumadai.repo.nii.ac.jp:00031374,
 author = {干川, 隆 and Hoshikawa, Takashi and 干川, 隆 and Hoshikawa, Takashi},
 journal = {熊本大学教育学部紀要},
 month = {Dec},
 note = {application/pdf, 論文(Article), The purpose of this study was to standardize Curriculum-Based Measurement （CBM） in Japan. Although CBM has become useful for monitoring the progress of studentsʼ learning with the Response-to-Intervention（RTI） movement in the U.S., CBM is not familiar with Japanese educators due to the differences of educational evaluation system between the U.S. and Japan. Since 1999 when Japanese Ministry of Education defined student with learning disabilities, the number of students who go to resource room goes on increasing in regular classroom year after year. We need to standardize CBM as a measurement of progressive monitoring in Japan in order to identify students with learning difficulties at an early stage. Subjects was 245 elementary students from 2nd through 6th grade. The subjects asked to calculate grade level calculation probes for three minutes as a Math CBM. Half of the probe was selected from each grade level textbook. Data was collected from May to March and the total number of sessions was 24 times（6th and 4th grade was 23 times）. On reliability of CBM, cross-correlation between seven types of test ranged from .45 to .93. On validity of CBM, the correlations between in the results of CBM and Kyoken Achievement Test （NRT） and teacherʼs evaluation were significantly from .40 to .57. Moreover, the correlation between the results of CBM and teacherʼs evaluation ranged from .37 to .58. Finally, the results were analyzed by repeated measure ANOVA and a regression analysis, with the former showing that the score of the sessions significantly increased while the latter indicating a high coefficient of determination. These results were discussed from the concept of CBM as achievement level and as a growth （slope）. Finally, the limitation of this study and the future research were proposed.},
 pages = {69--77},
 title = {学習の進捗状況モニタリング尺度としての算数のカリキュラムに基づく尺度(CBM)の開発の試み},
 volume = {68},
 year = {2019},
 yomi = {ホシカワ, タカシ and ホシカワ, タカシ}
}