ERIC Number: ED422696
Record Type: RIE
Publication Date: 1998
Reference Count: N/A
Curriculum-Based Assessment: The Easy Way.
Jones, Carroll J.
This guide provides practical and specific step-by-step methods for developing and using curriculum-based assessment (CBA) in an educational setting. It is organized into six basic skills chapters. Chapter 1, "Assessment: An Overview" (Carroll J. Jones), includes the basic reasons for assessment and types of special education assessment, as well as how to begin the CBA notebook. Each of the following chapters includes information on preparation of basic skills CBAs, the assembly of the CBA notebook, the assessment process, and using a case study of a student's functioning to plan Individualized Education Programs or remediation in regular education classrooms. Chapter 2, "Basic Reading Skills and Reading Comprehension" (Carroll J. Jones) discusses the construction of numerous word recognition CBAs. Chapter 3, "Reading Comprehension and Content Reading" (Carroll J. Jones), illustrates the preparation CBAs in reading and listening comprehension, and the content reading areas of science and mathematics. Chapter 4, "Mathematics" (Tandra Tyler-Wood and Carroll J. Jones), demonstrates the preparation and use of both math survey and specific area mathematics CBAs. Chapter 5, "Written Expression: Handwriting and Spelling" (Virginia J. Dickens and Carroll J. Jones), and Chapter 6, "Written Expression: Composition Skills and Written Composition" (Carroll J. Jones), provide detailed information on subject area CBA construction. (CR)
Descriptors: Curriculum Based Assessment, Curriculum Development, Disabilities, Elementary Education, Evaluation Methods, Handwriting, Individualized Education Programs, Mathematics Instruction, Reading Comprehension, Reading Instruction, Spelling, Student Evaluation, Writing (Composition)
Charles C Thomas, Publisher, Ltd., 2600 South First Street, Springfield, IL 62794-9265.
Publication Type: Books; Collected Works - General; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A