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