The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
Must Instructionally Useful Performance Assessment Be Based in the Curriculum?
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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“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]
In the citing paper
“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]
Citations
Cites
Shipley, S. D., & Shipley, S. D. (2007) · Springer eBooks · doi:10.1007/978-1-84628-317-8_10 · Cited by 2,384
Curriculum-Based Measurement: The Emerging Alternative
Deno, S. L. (1985) · Exceptional Children · doi:10.1177/001440298505200303 · Cited by 1,667
Self-citationEffects of Systematic Formative Evaluation: A Meta-Analysis
Fuchs, L. S., & Fuchs, D. (1986) · Exceptional Children · doi:10.1177/001440298605300301 · Cited by 669
Self-citationWhat Makes a Portfolio a Portfolio
Paulson, F. L. (1991) · Educational leadership · Cited by 533
Paradigmatic Distinctions between Instructionally Relevant Measurement Models
Fuchs, L., & Deno, S. (1991) · Exceptional Children · doi:10.1177/001440299105700603 · Cited by 424
Self-citationWiggins, G. (1992) · Educational leadership · Cited by 231
Effects of Expert System Consultation within Curriculum-Based Measurement, Using a Reading Maze Task
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Ferguson, C. (1992) · Exceptional Children · doi:10.1177/001440299205800507 · Cited by 163
Self-citationEffects of Curriculum within Curriculum-Based Measurement
Fuchs, L. S., & Deno, S. L. (1991) · Exceptional Children · doi:10.1177/001440299105800306 · Cited by 135
Self-citationStandardized Achievement Tests: How Useful for Special Education?
Jenkins, J. R., & Pany, D. (1978) · Exceptional Children · doi:10.1177/001440297804400606 · Cited by 133
The Role of Skills Analysis in Curriculum-Based Measurement in Math
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1990) · School Psychology Review · doi:10.1080/02796015.1990.12087335 · Cited by 114
Self-citation
Research works printed but not linked: 11
- Archibald D. A., 1988, Beyond standardized testing: Assessing authentic academic achievement in secondary schools
- Gickling E. E., 1981, Nevada Public Affairs Review, 1, 9
- Hebert E. A., 1992, Educational Leadership, 49, 58
- Nuttall D. L., 1992, Educational Leadership, 49, 54
- O'Neil J., 1992, Educational Leadership, 49, 14
- Paulson F. L., 1991, Educational Leadership, 49, 60
- Szetela W., 1992, Educational Leadership, 49, 42
- Tindal G., 1982, Curricular differences in direct repeated measures of reading
- Tucker J., 1987, The Collaborative Educator, 1, 4
- Wiggins G., 1989, Phi Delta Kappan, 70, 703
- Wiggins G., 1992, Educational Leadership, 49, 26
Cited by
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Items 101–123 of 123
Leis, S. M. (2005) · Digital Commons - University of South Florida (University of South Florida)
Curtis, V. L. (2012) · ScholarWorks (Walden University)
Stability of popular R-CBM progress monitoring tools: DIBELS(RTM) Next and AIMSweb(RTM)
Russell, C. (2011) · ProQuest LLC eBooks
Headsprout Early Reading for Students At Risk for Reading Failure
Kreskey, D. (2022) · Digital Archive @ GSU · doi:10.57709/2725071
Online peer collaboration: teachers supporting each other’s instructional use of CBM data.
Pierce, R. L. (2009) · University of Minnesota Digital Conservancy (University of Minnesota)
Cheng, S.-F. (2014) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-014-0171-8
Haxhiraj, B. (2014) · Scholars' Bank (University of Oregon)
Wollett, A. E. (1996) · Digital Commons - Longwood (Longwood University)
Effects of Progress Monitoring Feedback on Early Literacy Student Achievement.
Lopuch, J. (2016) · ProQuest LLC eBooks
Differential Diagnosis of Specific Learning Disability within a Response to Intervention Framework.
Boneshefski, M. J. (2017)
Feldmann, G. M. (2012) · doi:10.17077/etd.msauhm34
Noell, G. H., Ardoin, S. P., & Gansle, K. A. (2008) · Springer eBooks · doi:10.1007/978-0-387-09528-8_11
Busch, T. W., & Yell, M. L. (2014) · Encyclopedia of Special Education · doi:10.1002/9781118660584.ese1953
THE EFFECTS OF REPEATED READING AND TYPES OF TEXT ON ORAL READING FLUENCY
Chrisman, T. A. (2005) · D-Scholarship@Pitt (University of Pittsburgh)
Preventing Antisocial Behavior and Delinquency: A Comprehensive School-wide Approach
Hallam, P. R., Young, K. R., Caldarella, P., Wall, D. G., & Christensen, L. (2010) · Elsevier eBooks · doi:10.1016/b978-0-08-044894-7.01143-x
THE IDAHO READING INDICATOR AS A PREDICTOR OF SUBSEQUENT DIAGNOSIS OF SPECIFIC LEARNING DISABILITIES
Ennis, K. A. (2015) · ScholarWorks (Boise State University)
Metadata
- 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
- 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
- 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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