Using Curriculum-Based Assessment Data to Make Instructional Decisions
Abstract
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.
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- Authors
- Blankenship, C. S.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- Corresponding author
- Blankenship, Colleen S.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 1985-11
- Volume
- 52
- Issue
- 3
- Pages
- 233-238
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W1906010401
- Cited by
- 79
- References
- 9
- Citations by year
- 2016: 1 · 2014: 3 · 2013: 3 · 2012: 2
- FWCI
- 10.97
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Exceptional Children (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- curriculum-based assessment, instructional decision-making, special education, student placement, curriculum materials, pedagogical adaptation, progress reporting, assessment data use
- MeSH terms
- Achievement, Child, Curriculum, Decision Making, Education, Special, Humans, Teaching
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