Curriculum-Based Assessment

Abstract

Over the last 15 years empirical studies have documented positive effects resulting from the use of curriculum-based assessment (CBA) procedures on the achievement of students with special education needs. Several approaches to CBA are described in the literature. Although there have been discussions of distinctions that should be made between different approaches to CBA, some common features contribute substantially to the instructional value of CBA procedures. In this article we discuss the features of CBA that are common to all approaches and that appear to contribute most to instructional effectiveness.