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Curriculum-based measurement (CBM) has emerged as a valid, reliable and economic measure to assess and monitor reading skills. Unfortunately, CBMs have not been developed for the Indian context. Further, CBMs can be cumbersome to administer manually, especially given the high teacher- student ratio in India. The challenge also then remains about what teachers actually do with the reading data. Most teachers in India are unable to interpret reading scores or use them to tailor an intervention plan. This paper describes the work Gateway has begun to develop a digital curriculum- based measurement tool that is contextually relevant. This paper outlines the procedures used to select passages, including equating passages using readability formulae, as well as field testing passages. The tool will support teachers with collecting data, interpreting the scores, and most importantly, developing an intervention plan to support struggling learners. It will also outline future directions for the project.

Pages: 6381 DOI: 10.21125/iceri.2019.1535