Curriculum-Based Assessment

Question 1

What is curriculum-based assessment? (definition)

Answer 1

measurement that uses “direct observation and recording of a student’s performance in the local curriculum as a basis for gathering information to make instructional decisions.

Question 2

What is CBA (characteristics)

Answer 2

• Direct assessment of academic skills
• Develop probes of academic areas from curricular materials (reading passages, spelling lists, math problems, etc.)
• Use repeated measurement
• primarily use interview and observations - very individualized to the kid

Question 3

What does CBA assume?

Answer 3

That academic performance is a good indicator of language level

Question 4

How to do CBA (3 steps)

Answer 4

• Find “top ten” teacher concerns about language (from a checklist)
• Narrow down to 3-4 (through interview with teacher)
• Schedule a classroom observation

Question 5

How to do CBA - Observation

Answer 5

• Speaking
• Listening
• Reading
• Writing
• Language use (executive function, social communication, critical thinking)
• Look for a discrepancy between expected response and observed response

Question 6

For reading, you need… (4)

Answer 6

• Phonological awareness
• Word analysis
• Reading comprehension
• Reading applications

Question 7

For executive functions you need… (5)

Answer 7

• Task development
• Task organization
• Changing tasks
• Self-regulation
• Use of STM & WM

Question 8

How are intervention goals derived?

Answer 8

From each area of observation - developed in collaboration with the teacher - designed to work when you’re not there in the classroom

Question 9

Summary & conclusion statement of report

Answer 9

-Summarize assessment results AND combine with your knowledge base.

Question 10

Questions to answer in your summary & conclusion statements (6)

Answer 10

• Does the child demonstrate oral lang impairment? Primary or secondary? Mixed vs expressive?
• Does the child demonstrate written lang impairment? Dyslexia, mixed, or SCD?
• Are any underlying abilities impaired (phonological processing, WM, etc.)
• How severe are impairments?
• What are the child’s relative strengths and weaknesses?
• What are the likely academic and social consequences of observed impairments, now or in the future?