This article describes the essential features of curriculum-based assessment (CBA) and provides suggestions for developing them. Special emphasis is placed on describing how teachers can use CBA results to place students into curriculum materials, adjust instruction based on their performance, and evaluate and communicate pupil progress.
Get full access to this article
View all access options for this article.
References
1.
BlankenshipC S. (1985). Assessment, curriculum, and instruction. In CawleyJ. F. (Ed.), Practical mathematics appraisal of the learning disabled (pp. 59–79). Rockville, MD: Aspen Systems.
2.
BlankenshipC., & LillyM. S. (1981). Mainstreaming students with learning and behavior problems: Techniques for the classroom teacher.New York: Holt, Rinehart & Winston.
3.
EatonM., & LovittT. C. (1972). Achievement tests vs. direct and daily measurement. In SembG. (Ed.), Behavior analysis and education—1972.Lawrence, KS: University of Kansas Press.
4.
FreemanD. J.KuhsT. M.KnappenL. B., & PorterA. C. (1982). A closer look at standardized tests. The Arithmetic Teacher, 29, 50–54.
5.
HaringN. G.LovittT. C.EatonM. D., & HansenC. L. (1978). The fourth R: Research in the classroom.Columbus, OH: Charles E. Merrill.
6.
Idol-MaestasL. (1983). Special educator's consultation handbook.Rockville, MD: Aspen Systems.
7.
JenkinsJ. R., & PanyD. (1978). Standardized achievement tests: How useful for special education?Exceptional Children, 44, 448–453.
8.
LovittT. C., & HansenC. L. (1976). Round one-Placing the child in the right reader. Journal of Learning Disabilities, 9, 481–487.
9.
PatersonM. (1981). Curriculum-based assessment: Metric measurement. Unpublished manuscript, University of Illinois, Department of Special Education, Champaign-Urbana.
10.
TuckerJ. A. (1985). Curriculum-based assessment: An introduction. Exceptional Children, 52, 199–204.
