New concepts in the field of pupil appraisal, such as curriculum-based assessment (CBA), emerge and become integrated into everyday practices, although no model or specific theory exists to systematically guide their integration. This article describes the efforts of the New Orleans public schools to incorporate CBA into their assessment practices in accordance with Louisiana rules and regulations. A training model that varied somewhat from the traditional in-service routine was instituted that dealt with the knowledge base, skills, and attitudes of pupil appraisal professionals. Training included shadowing, a process whereby the trainee practices a new skill in a work setting and receives immediate feedback. More research is needed to develop and/or evaluate any in-service model, including the CBA one.
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