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ERIC Number: ED486698
Record Type: Non-Journal
Publication Date: 2004
Pages: 174
Abstractor: ERIC
ISBN: ISBN-0-398-07552-2
Curriculum Based Assessment: A Primer. 3rd Edition
Hargis, Charles H.
Charles C. Thomas, Publisher, Ltd
The use of curriculum based assessment (CBA) to ensure learning disabled and low achieving students adequate educational opportunity remains the focus in this direct and comprehensive third edition. The additions to this edition are in the way of providing detail and explanation in the context of current and emerging issues in educational assessment and standards. Shifting emphasis from identifying deficit areas to finding and inventorying skills and abilities, CBA requires an intimate relationship between teaching and testing. To instruct the educator in achieving this balance, Professor Hargis offers examples and methods of implementation through reading and arithmetic activities and discusses at length the issues involved in test validity and grading. Professor Hargis has also drawn distinctions with some approaches to assessment that appear in name to be similar to the form of CBA that he advocates. It will be of interest to those professionals who work with children: teachers, special educators, counselors, social workers, and researchers. The contents of this book include: (1) Central Concepts; (2) Success or Challenge; (3) Assessment That Is Curriculum Based; (4) Instructional Levels and Rates in Reading; (5) Instructional Levels and Rates in Arithmetic; (6) Instruction with Assessment; (7) The Preparation and Selection of Materials; (8) Identifying Learning Disabled Students; (9) Other Assessment Concerns; (10) Administrative Support for CBA; (11) Tests and the Curriculum; and (12) Making Success the Basis of Assessment. A preface, list of references, and an index are also included in the book.
Charles C Thomas Publisher Ltd, 2600 First Street, Springfield, IL 62704. Tel: 800-258-8980 (Toll Free).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Counselors; Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A