Curriculum-Based Assessments
Tracey Hall, Ge Vue, and Missy Mengel
PublisherNational Center on Accessing the General Curriculum (NCAC)
Date2014
Description
Curriculum-based assessments (CBA) are defined as any set of measurement procedures that use direct observation and recording of a student’s performance in a local curriculum as a basis for gathering information to make instructional decisions (Deno, 1987). Two types of curriculum-based models, accuracy-based and criterion-based, are defined. Included is a table, allowing the reader to make comparisons between curriculum-based assessments, precision teaching, and curriculum-based measurement. Implications for access to the general curriculum and evidence of effectiveness are explored. Next, Universal Design for Learning (UDL) is discussed as a theoretical framework to guide the design and development of learning environments that represent materials in flexible ways and offers a variety of options for learners to comprehend information, demonstrate their knowledge and skills, and be motivated to learn. Lastly, links are provided to learn more about UDL and curriculum-based assessments. This article was updated on 11/24/2014 from a 2002 article.
Cite As
Hall, T., Vue, G., & Mengel, M. (2002). Curriculum based assessments. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved [insert date] from http://www.cast.org/products-services/resources/2014/ncac-curriculum-based-assessments