An Integrated Model for Curriculum-Based Assessment

Abstract

A conceptual framework is presented for conducting curriculum-based assessment (CBA) which links together several models of CBA. The integrated model begins with an assessment of the academic environment, assesses the grade placement of a child across curriculum materials, assesses the child's instructional level within the correctly placed grade-level material, provides instructional modification as new skills are acquired, and finally assesses a student's progress within the curriculum materials. This approach ties together the models of CBA described by Shapiro and Lentz (1985, 1986), Shapiro (1987a, 1989), Deno and Mirkin (1977), Gickling and Havertape (1981), and Deno (1985). Two case examples are presented illustrating this conceptual model.

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