In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston's 1989 review. They focus on the technical adequacy of CBM related to measures, materials, and representation of growth. The authors conclude by discussing issues to be addressed in future research, and they raise…

A comprehensive three-level program evaluation plan assesses overall impact of early intervention programs through assessment of children's progress toward developmental milestones; quarterly child progress through administration of a program-relevant, criterion-referenced tool; and weekly child progress toward specific instructional objectives by…

To produce a greater degree of consistency and reliability in diagnosis of handicapped children, a system called multidimensional actuarial classification is presented for differential diagnosis of mental retardation, inadequate adaptive behavior, social maladjustment, academic under and overachievement, and learning disabilities. (Author/CL)

The Code for Instructional Structure and Student Academic Response--Special Education (CISSAR-SPED) is an observation system which assesses the ecobehavioral processes within learning environments. Use of CISSAR-SPED with 12 students with autism or developmental disabilities provided both molar and molecular descriptions of special education…

Measuring employment outcomes for persons with severe disabilities has gone from a focus on task performance in sheltered settings to measurement of a number of individual outcomes in supported employment settings. Measurement considerations for individual, group, and organizational variables are discussed. Use of more than one measurement…

This paper describes the influence of constructivism on assessment practices used with special needs students. Features of assessment that incorporate a constructivist philosophy include those holistic, dynamic, and multidimensional in scope; complex interactions among development and the curriculum; metacognitive processes and strategic learning;…

Describes minimal requirements for functional intervention-based eligibility assessment of preschool children with possible developmental disabilities. The methodology is intended to help derive logical, natural, and meaningful discrepancies in behavior or performance through contextual analysis of child-related, environmental, and instructional…

This article describes results for students with mild disabilities who participated in the Kansas science assessment involving cooperative groups. Individual achievement, attitude, and project scores were consistent with expectations in relation to results for general education students. The study did not find that participation of students with…

Curriculum-based measurement (CBM) is an approach for assessing the growth of students in basic skills that originated uniquely in special education. A substantial research literature has developed to demonstrate that CBM can be used effectively to gather student performance data to support a wide range of educational decisions. Those decisions…