Curriculum-Based Assessment

Cruz, Loren

CA

Jones, C. J., SOUTHERN, W. T., & BRIGHAM, F. J. (1998). Curriculum-based    assessment. Springfield, IL: Charles C Thomas.* Google Scholar.

https://www.researchgate.net/profile/Frederick_Brigham/publication/230689280_Curriculum-Based_Assessment_Testing_What_Is_Taught_and_Teaching_What_Is_Tested/links/5745e15408aea45ee8560f42.pdf

This article focuses on the features of curriculum-based assessment (CBA) that are universal to all approaches in teaching and testing, and how they contribute the most to effective instructional outcomes.  CBA is seen as a process of evaluation between instruction and student performance outcomes.  This involves identifying parts of the curriculum that are vital indicators of student achievement, measuring the changes in those parts and how they effect performance, displaying the results of those outcomes, and then using the data to make instructional decisions.  Throughout the process, teachers must be observing the nature of the content being presented, and how students respond to it.  From there, teachers can make adjustments to the curriculum to help students reach the intended goal.  CBA is also beneficial to the consultation and collaboration efforts when addressing learning difficulties of individual students.  Conducting CBAs involves selecting meaningful target behaviors, ongoing collection of performance data and evaluation of instruction effectiveness, and modification of instruction.

This article did a great job at describing curriculum-based assessment, while mentioning the importance of collaboration among teachers.  It talked about how the content and the way it is presented impacts the assessment results, and vice versa.  It also did well by mentioning the importance of pre-assessments of what students already know, so that they know what can be worked on.

The End of Points: Using points to measure achievement may seem fair and objective, but it can hide critical information about student learning

DeMonte, Jennifer

CA

Feldman, J. (2018). The end of points: Using points to measure achievement may seem fair and objective, but it can hide critical information about student learning. Educational Leadership, 75(5), 36-40.

This article puts forth a solid argument for moving to standards-based grading. The author uses several hypothetical situations to illustrate how using a point-based system obscures what students actually have or haven’t learned. He also explains that using a standards-based approach to assessment helps in the design of assessments themselves, and he provides examples that show how educators can encourage students to use reflection for personal growth.

The article is great fodder for starting a conversation among colleagues. It makes a cogent case for standards-based grading that should make even the most traditional teachers think twice.

Classroom Assessments

Bader, Devorah

CA – Curriculum and Assessments

Conderman, G. & Hedin, L. (2012). Classroom assessments that inform instruction. Kappa Delta Pi Record, 48(4), 162-168. doi: 10.1080/00228958.2012.733964 Retrieved from https://www.tandfonline.com/doi/abs/10.1080/00228958.2012.733964?journalCode=ukdr20

Summary/Abstract: Many techniques are suggested to gather continuous formative student assessment data and adjust instruction accordingly.

This is a very well written and useful article that gives concrete examples of many types of formative assessments and how to integrate them into a unit of learning.  It also touches on rules for creating assessment questions either in a formative assessment or summative assessment (i.e. multiple choice, T/F questions, etc.).

 

 

Harvard’s Project Zero

Galang, Johnny

CA, ET

Harvard Graduate School of Education (2018). Homepage. Retrieved from http://www.pz.harvard.edu/

Project Zero is a comprehensive website with many resources for curriculum development, assessment, and a wealth of other topics. There are free tools and education around topics such as essential questions, deep learning, and developing a culture of thinking.

It may be overwhelming to someone who is new to educational theory, but can provide useful tools to push your practice further.

A Digital Teaching Platform to Further and Assess Use of Evidence-based Practices

A Digital Teaching Platform to Further and Assess Use of Evidence-based Practices

Elias, Jenann

CA
Bondie, R. (2015). A Digital Teaching Platform to Further and Assess Use of
Evidence-based Practices. Rural Special Education Quarterly, 34(1), 23-29.

The author, Rhonda Bondie, presents a solution to the challenge of assessing candidate teachers who are learning online. This solution is called Project REACH, which is a free online digital teaching platform.


The platform is learner centered which allows for collaboration, and support is available at any time, 24 by 7.


This paper seems more of an instruction sheet on using this platform. The learning path for teacher candidate steps are:

  1. Learn Evidence-based practice (EBP). The website includes resources for 67 EBP’s. A teacher candidate uses resources developed by others to “develop knowledge about specific EBPs and guides for classroom implementation.”
  2. Plan instruction, using learning and collaborate tools on the website. Invite other Project REACH users to collaborate on instructional plans. This includes:
    1. Unpack curriculum standards
    2. Develop multiple assessments
    3. Design differential lesson plans
    4. Apply Universal Design for Learning
    5. A field-test report
    6. Analysis of student work
  3. Reflect on impact. Field test. Upload and annotate student work. Track student progress.
  4. Share accomplishments. Earn “badges”. Learn, share, and add badges throughout career.
The website is: www.projectreachonline.org and much of the article I read includes screen captures and “how-to” instructions.