In this study the relation between Teacher efficacy and the interpretation of Curriculum-Based Measurement progress-monitoring graphs (CBM; Deno, 1985) and the generation of instructional changes...Show moreIn this study the relation between Teacher efficacy and the interpretation of Curriculum-Based Measurement progress-monitoring graphs (CBM; Deno, 1985) and the generation of instructional changes were examined. Participants were 23 teachers working in primary, secondary, regular or special education. The participants completed a shortened version of the Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001). The interpretation of the CBM-graphs was measured with the Think-Aloud method and interviews were conducted to assess the number of ideas for instructional changes. The relationships have been investigated by correlation analyses. The results revealed that there was no significant relationship between Teacher efficacy and the interpretation of CBM-graphs. Also, no significant relation between Teacher efficacy and the number of ideas for instructional changes was found. The relationship between the interpretation of CBM-graphs of fictitious students and the interpretation of CBM-graphs of the teacher’s own students was significant. Teachers interpreted CBM graphs of fictional students as well as CBM graphs of their own students. The results of this study can be used for the development of courses for teacher’s to help them interpret CBM-graphs. Also the results from this study can be used to improve a follow-up study about teacher’s interpretation and use of CBM-data.Show less
