CoChat
Sign Up
Cited by 123Behavioral and Psychological StudiesEducational Assessment and PedagogyEducational and Psychological Assessments

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?

Fuchs, Lynn S., Deno, Stanley L.·1994·Exceptional Children
DOI 10.1177/001440299406100103
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1177/001440299406100103

Cites

37 of 37 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Research works printed but not linked: 11

  1. Archibald D. A., 1988, Beyond standardized testing: Assessing authentic academic achievement in secondary schools
  2. Gickling E. E., 1981, Nevada Public Affairs Review, 1, 9
  3. Hebert E. A., 1992, Educational Leadership, 49, 58
  4. Nuttall D. L., 1992, Educational Leadership, 49, 54
  5. O'Neil J., 1992, Educational Leadership, 49, 14
  6. Paulson F. L., 1991, Educational Leadership, 49, 60
  7. Szetela W., 1992, Educational Leadership, 49, 42
  8. Tindal G., 1982, Curricular differences in direct repeated measures of reading
  9. Tucker J., 1987, The Collaborative Educator, 1, 4
  10. Wiggins G., 1989, Phi Delta Kappan, 70, 703
  11. Wiggins G., 1992, Educational Leadership, 49, 26

Cited by

Sorted by citations

See all 123

Related

See all

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
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review