1. Define the characteristics of curriculum-based measurement (CBM). Describe the three different types of CBM and the purpose for using each type.

2. List three resources that can be used for setting up a plan for managing data collection and analysis in a classroom.

3. Explain how cultural background may play a role in determining appropriate language expectations.

4. Explain the possible impact of acculturation on intelligence test performance. (Objective 6)

5. Interview the testing coordinator of your local school district. Ask him/her what makes their testing program effective. How is the program evaluated? What are some of the challenges that they encounter in making sure that their program is effective?.

6. Describe the theoretical contributions of three individuals to the development of intelligence tests.

7. Activity: Interview a reading specialist in your local school district. How are oral reading, word attack, reading recognition, and reading comprehension skills assessed at the third grade level?