@article{oai:kumadai.repo.nii.ac.jp:00031566,
 author = {干川, 隆 and Hoshikawa, Takashi and 干川, 隆 and Hoshikawa, Takashi},
 journal = {熊本大学教育実践研究},
 month = {Feb},
 note = {This study aimed to develop and standardize a copying Curriculum-Based Measurement (CBM) in Japan. Although CBM has been useful in the  United States for monitoring learning progress in the response-to-intervention (RTI) movement, Japanese educators are yet to familiarize themselves with CBM due to the differences between the educational evaluation systems of both countries. The participants comprised 508 elementary students (from 2nd to 6th grades), who were asked to copy sentences for three minutes as a copying CBM. CBM involving the time-bound copying of text, which involved subjects copying grade-level reading sentences. Data collection occurred from May to March, for a total of 22 sessions, with 21 sessions for the 5th grade. As for the reliability of the CBM, the intraclass correlation coefficients of the seven types of tests ranged from .80 to .94. Regarding the validity of the CBM, the correlation between the results and the teacher's evaluation ranged from .26 to .66. The results were also analyzed by a repeated-measure ANOVA and a regression analysis, with the former showing that the scores of the sessions significantly increased and the latter indicating a high coefficient of determination. Finally, the results were discussed on the basis of the validity of the CBM, the concept of the CBM as a measurement of progressive monitoring, and the identification of students with learning difficulties.},
 pages = {27--35},
 title = {学習の進捗状況モニタリング尺度としての視写のカリキュラムに基づく尺度（CBM）の開発の試み},
 volume = {37},
 year = {2020},
 yomi = {ホシカワ, タカシ and ホシカワ, タカシ}
}