The Utility of Curriculum-Based Measurement and Performance Assessment as Alternatives to Traditional Intelligence and Achievement Tests.

Elliott, Stephen N.; Fuchs, Lynn S.

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Peer reviewed

ERIC Number: EJ592703

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0279-6015

EISSN: N/A

The Utility of Curriculum-Based Measurement and Performance Assessment as Alternatives to Traditional Intelligence and Achievement Tests.

Elliott, Stephen N.; Fuchs, Lynn S.

School Psychology Review, v26 n2 p224-33 1997

Curriculum-based measurement and performance assessments can provide valuable data for making special-education eligibility decisions. Reviews applied research on these assessment approaches and discusses the practical context of treatment validation and decisions about instructional services for students with diverse academic needs. (Author/JDM)

Descriptors: Curriculum Based Assessment, Diversity (Student), Educational Testing, Intelligence Tests, Performance Based Assessment, Qualifications, Special Education, Student Placement

Publication Type: Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Mini-series: "Issues in the Use and Interpretation of Intelligence Tests in the Schools." For related articles, see CG 554 314-324.

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