An evaluation of a decision‐making model on preservice teachers' instructional decision‐making from curriculum‐based measurement progress monitoring graphs

Abstract

AbstractThe current study used a randomized control trial to evaluate a decision‐making model on special education preservice candidates' instructional decision‐making and self‐reported confidence ratings when analyzing graphed student data. Thirty‐two special education preservice candidates viewed authentic curriculum‐based measurement (CBM) graphs and selected an instructional decision based on the data. Half of the participants received a decision‐making model (i.e., flowchart) to guide instructional decision‐making and all participants were asked to rate their level of confidence analyzing graphs pre‐ and poststudy. Statistically significant and large differences in the accuracy of instructional decisions and confidence ratings were observed for the participants who used the decision‐making model relative to the control group. The results of the study suggest that a simple, cost‐effective intervention that does not require training from an expert can have a positive impact on teachers' data‐based decision‐making.