Article1985

An Application of Curriculum-Based Assessment: The Use of Direct and Repeated Measurement

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Behavioral and Psychological Studies Educational Assessment and Pedagogy Educational Assessment and Improvement

Abstract

A model of special education is presented in this article based on the use of a direct and repeated measurement and evaluation system for developing effective educational programs. The major premise in applying this system is the development of a continuous data base across all educational decisions, including initial problem selection, program planning, program implementation and evaluation, and program certification. To highlight the issues, two separate studies are included, presenting student outcome data at both the individual and system level, for academic and social behaviors.

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References

1973Review of research in education 1976Primary, Secondary, and Meta-Analysis of Research 1960Tactics of Scientific Research 1984Single Subject Research in Special Education 1976Primary, Secondary, and Meta-Analysis of Research 19779: Integrating Findings: The Meta-Analysis of Research 1982Identifying Valid Measures of Reading 1978Applying Behavior Analysis Procedures with Children and Youth

Cited by

1988Development of Curriculum-Based Local Norms for Use in Special Education Decision-Making 2017Use of Curriculum-Based Measurement in Identifying Students with Disabilities 1992Curriculum-Based Measurement and Problem-Solving Assessment: Basic Procedures and Outcomes 1989Curriculum-Based Assessment: A Comparison of Models 2002A Comparison of Multiple Methods for the Identification of Children with Reading Disabilities 1988Curriculum-based measurement and the identification of mildly handicapped students: A research review.

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