Curriculum-Based Assessment-Reference-Cited by-同舟云学术

Curriculum-Based Assessment

Published:1998-03 Issue:4 Volume:33 Page:239-249
ISSN:1053-4512
Container-title:Intervention in School and Clinic
language:en
Short-container-title:Intervention in School and Clinic

Author:

Jones Eric D.¹,Southern W. Thomas²,Brigham Frederick J.³

Affiliation:

1. Eric D. Jones, EdD, is a professor in the Department of Special Education at Bowling Green State University in Ohio. His research interests include applications of behavior analysis to the design and delivery of instruction for students with learning difficulties. Address: Eric D. Jones, Dept. of Special Education, Bowling Green State University, Bowling Green, OH 43402.

2. W. Thomas Southern, PhD, is an associate professor in the Department of Special Education at Bowling Green State University. His research interests include academic assessment, program evaluation, and gifted education.

3. Frederick J. Brigham, PhD, is an assistant professor in the Department of Special Education at the University of Virginia. His research interests include academic assessment, strategy training, and the education of children with behavior disorders.

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.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/105345129803300407

Reference19 articles.

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