Teachers’ visual inspection of Curriculum-Based Measurement progress graphs: An exploratory, descriptive eye-tracking study

In this exploratory descriptive study, we use eye-tracking technology to examine teachers’ visual inspection of Curriculum-Based Measurement (CBM) progress graphs. More specifically, examined which elements the graph received most attention from teachers, and what extent teachers viewed in a logical sequence. We also whether patterns differed for with higher- vs. lower-quality descriptions. Participants were 17 fifth- sixth-grade teachers. described two graphs while their eye-movements registered. addition, data collected an expert provide frame reference interpreting data. Results revealed that, as group, devoted less important inspected sequence than did expert, however, there was variability inspection, linked abilities describe Directions future studies implications practice are discussed.