Curriculum-Based Assessment
- 1 March 1998
- journal article
- research article
- Published by SAGE Publications in Intervention in School and Clinic
- Vol. 33 (4), 239-249
- https://doi.org/10.1177/105345129803300407
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.Keywords
This publication has 8 references indexed in Scilit:
- Mega-Analysis of Meta-AnalysesTEACHING Exceptional Children, 1997
- Paradigmatic Distinctions between Instructionally Relevant Measurement ModelsExceptional Children, 1991
- Precision Teaching: By Teachers for ChildrenTEACHING Exceptional Children, 1990
- Using Precision Teaching Techniques: Translating ResearchTEACHING Exceptional Children, 1990
- The Validity of Informal Reading Comprehension MeasuresRemedial and Special Education, 1988
- Effects of Systematic Formative Evaluation: A Meta-AnalysisExceptional Children, 1986
- Distinctions between treatment outcomes and their implications for treatment evaluation.Journal of Consulting and Clinical Psychology, 1981
- Precision Teaching in Perspective: An Interview with Ogden R. LindsleyTEACHING Exceptional Children, 1971