Must Instructionally Useful Performance Assessment Be Based in the Curriculum?

Fuchs, Lynn S.; Deno, Stanley L.

doi:10.1177/001440299406100103

Cited by 123Behavioral and Psychological StudiesEducational Assessment and PedagogyEducational and Psychological Assessments

Must Instructionally Useful Performance Assessment Be Based in the Curriculum?

Fuchs, Lynn S., Deno, Stanley L.·1994·Exceptional Children

DOI 10.1177/001440299406100103

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Abstract

The purpose of this article is to examine the importance of the most salient feature of a performance-assessment approach known as curriculum-based assessment: that testing material be drawn from the students' instructional curricula. First, we review the literature on (a) the match between tests and curricula and (b) comparisons of measurement validity and instructional utility when sampling student performance in and out of the instructional curriculum. Second, we discuss the potential advantages and disadvantages of sampling performance in the curriculum. After concluding that sampling from the curriculum is not essential, we discuss three critical features to ensure the instructional utility of measurement.

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When teachers are trained in a single subject design, they can obtain significant results that transfer well beyond the content of instruction.
“These researchers reported that, when teachers are trained in a single subject design, they can obtain significant results that transfer well beyond the content of instruction.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [203]
During the first 20 years of CBM, only one study investigated the effects of decision making using a single subject design.
“In fact, during the first 20 years of CBM, only one study investigated the effects of decision making using a single subject design [203].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [203]

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Authors: Fuchs, L. S., & Deno, S. L.
Affiliations: Vanderbilt University (US)
University of Minnesota (US)
Corresponding author: Fuchs, Lynn S.
ORCID: Fuchs, Lynn S.
Venue: Exceptional Children
Publisher: SAGE Publications
Published: 1994-09
Volume: 61
Issue: 1
Pages: 15-24
ISSN: 0014-4029 (ISSN-L)
2163-5560
DOI: 10.1177/001440299406100103
OpenAlex: W1897872610
Cited by: 123
References: 37
Citations by year: 2022: 2 · 2021: 1 · 2020: 2 · 2017: 3 · 2016: 2 · 2015: 8 · 2014: 6 · 2013: 7 · 2012: 4
FWCI: 6.08
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Exceptional Children (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Education › Educational Assessment and Pedagogy
Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords: performance evaluation, curriculum-based assessment, measurement validity, students with disabilities, special education assessment

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Must Instructionally Useful Performance Assessment Be Based in the Curriculum?

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