-ERIC_NO- ED383373
-TITLE- 21st Century Workplace Requires Re-Engineering Our Educational
System To Facilitate the Individual Student's Mastery of Behavioral Skills.
Assessment; Community Colleges; Computer Software;
Curriculum Based Assessment; Educational Certificates;
*Education Work Relationship; *Interpersonal Competence; Job Skills; Readiness;
Two Year Colleges; Vocational Education; *Vocational Evaluation; *Work
Attitudes
-AUTHOR- Dixon, Mary; Avera, Marinda
-LANGUAGE- English
-DESCRIPTORS- Business_Administration_Education Career_Choice College_Outcomes
-IDENTIFIERS- Sandhills Community College NC
-ABSTRACT- Sandhills Community College (SCC), in North Carolina, provides
a guarantee to employers that graduates will be proficient in the areas
of knowledge and skills covered by their educational programs. If an employer
finds a Sandhills graduate deficient, the graduate can re-enroll in up
to three courses at the college at no cost to the employer or employee.
SCC undertook a 2-year work-readiness pilot project to add skills standards
and certification to its Business Administration curriculum and sought
to implement methods to measure outcomes for students' behavioral skills.
In the program students complete a Job-Readiness Assessment Portfolio,
in addition to program requirements, and are awarded a "certificate
of readiness for employment" upon completion. For the pilot, several
tools from the marketplace were integrated into the Business Administration
program, including: (1) the Myers-Briggs Type Indicator, which helps students
understand the inter-relatedness of personality type and career choice;
(2) a Zenger Miller workshop, providing experiential learning experiences
to help students master workplace interpersonal skills; (3) the Workplace
Success Skills assessment test to measure students' work preparedness;
and (4) Career Design, a software program which helps determine student
areas of interest and allows each student to develop a personalized portfolio
in a business speciality area. The pilot has successfully implemented measurement
tools to assess students behavioral skills and meets state and federal
requirements for school-based education. (KP)
-GEOG_SOURCE- U.S.; North Carolina
-CLEARINGHOUSE_NO- JC950297
-INSTITUTION_NAME- Sandhills Community Coll., Pinehurst, NC.
-PUBLICATION_TYPE- 141
-PUBLICATION_DATE- 1995
-EDRS_PRICE- EDRS Price - MF01/PC01 Plus Postage.
This document, ranked number 2 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO- EJ486150
-TITLE-
Acceptability of Curriculum-Based
Assessment by School Psychologists.
-AUTHOR- Shapiro, Edward S.; Eckert, Tanya L.
-JOURNAL_CITATION- Journal of School Psychology; v32 n2 p167-83 Sum
1994
-LANGUAGE- English
-DESCRIPTORS- Counselor_Attitudes Curriculum_Based_Assessment Elementary_Secondary_Education
Evaluation_Methods School_Psychologists Standardized_Tests
-ABSTRACT- Examined school psychologists' (n=249) acceptability ratings
of curriculum-based assessment (CBA) and selected standardized measures
for evaluating academic performance. Results showed that, although both
sets of assessment measures were found to be rated as acceptable, CBA was
significantly and consistently rated as more acceptable than standardized
tests. (Author/NB)
-CLEARINGHOUSE_NO- CG545207
-PUBLICATION_TYPE- 143; 080
-PUBLICATION_DATE- 1994
This document, ranked number 3 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO- EJ480678
-TITLE- Use of Gickling's Model of Curriculum-Based
Assessment to Improve Reading in Elementary Age Students.
-AUTHOR- Shapiro, Edward S.
-JOURNAL_CITATION- School Psychology Review; v21 n1 p168-76 1992
-LANGUAGE- English
-DESCRIPTORS- Curriculum Elementary_Education Elementary_School_Students
Evaluation_Methods Models Reading_Improvement
-IDENTIFIERS- Curriculum Based Assessment
-ABSTRACT- Illustrates application of Gickling's model of curriculum-based
assessment across four elementary-age students with reading problems. Notes
that model involves carefully controlling amount of known material presented
during instruction to ensure successful acquisition of mastery of new information.
(Author/NB)
-CLEARINGHOUSE_NO- CG544136
-PUBLICATION_TYPE- 140; 080
-PUBLICATION_DATE- 1992
This document, ranked number 4 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO- EJ480657
-TITLE- State Department and University Cooperation: Evaluation of
Continuing Education in Consultation and Curriculum-Based
Assessment.
-AUTHOR- Reschly, Daniel J.; Grimes, Jeffrey P.
-JOURNAL_CITATION- School Psychology Review; v20 n4 p522-29 1991
-LANGUAGE- English
-DESCRIPTORS- Competence Consultation_Programs Continuing_Education
Curriculum Elementary_Secondary_Education Higher_Education School_Psychologists
State_Departments_of_Education
-ABSTRACT- Evaluation of cooperative university and state department
of education continuing education program in consultation and curriculum-based
assessment revealed significant gains in practitioner competencies. Specific
skills associated with modules on behavioral consultation, curriculum-based
assessment, and referral question consultative decision making were acquired
during 12-week training period. (Author/NB)
-CLEARINGHOUSE_NO- CG544115
-PUBLICATION_TYPE- 142; 080
-PUBLICATION_DATE- 1991
This document, ranked number 5 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO- EJ479082
-TITLE- An Integrated Model for Curriculum-Based
Assessment.
-AUTHOR- Shapiro, Edward S.
-JOURNAL_CITATION- School Psychology Review; v19 n3 p331-49 1990
-LANGUAGE- English
-DESCRIPTORS- Curriculum Elementary_School_Students Elementary_Secondary_Education
Evaluation_Methods Models Secondary_School_Students
-IDENTIFIERS- Curriculum Based Measurement
-ABSTRACT- Presents conceptual framework for conducting curriculum-based
assessment (CBA) which links together several models of CBA. Notes that
integrated model begins with assessment of academic environment, assesses
grade placement of child across curriculum materials, assesses child's
instructional level within correctly placed grade-level material, provides
instructional modification as new skills are acquired, and assesses student's
progress within curriculum materials. (Author/NB)
-CLEARINGHOUSE_NO- CG544060
-PUBLICATION_TYPE- 140; 080
-PUBLICATION_DATE- 1990
This document, ranked number 6 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO- EJ470252
-TITLE- Curriculum-Based Assessment
among School Psychologists: Knowledge, Use, and Attitudes.
-AUTHOR- Shapiro, Edward S.; Eckert, Tanya L.
-JOURNAL_CITATION- Journal of School Psychology; v31 n3 p375-84 Fall
1993
-LANGUAGE- English
-DESCRIPTORS- Counselor_Attitudes Curriculum Evaluation_Methods Knowledge_Level
School_Psychologists Use_Studies
-IDENTIFIERS- Curriculum Based Assessment
-ABSTRACT- Surveyed knowledge, use, and attitudes about curriculum-based
assessment (CBA) among school psychologists (n-228). Found that 46% of
respondents had used CBA; but only 18% of users had used CBA consistently.
Psychologists viewed CBA as less biased than published standardized tests
for assessment of children from culturally diverse groups and considered
CBA more acceptable for students and teachers. (Author/NB)
-CLEARINGHOUSE_NO- CG543243
-PUBLICATION_TYPE- 143; 080
-PUBLICATION_DATE- 1993
This document, ranked number 7 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO- ED370290
-TITLE- Curriculum-Based Assessment
in Special Education.
-AUTHOR- King-Sears, Margaret E.
-LANGUAGE- English
-DESCRIPTORS- Classroom_Techniques Competency_Based_Education Criterion_Referenced_Tests
Curriculum_Based_Assessment Diagnostic_Teaching Disabilities Educational_Practices
Educational_Testing Elementary_Secondary_Education Evaluation_Methods Interpersonal_Competence
Mastery_Learning Mathematics_Instruction Reading_Comprehension Reading_Skills
Science_Instruction Social_Studies Student_Evaluation Writing_Instruction
-ABSTRACT- This text presents basic principles of applying curriculum-based
assessment (CBA) to the evaluation of and instruction of students with
disabilities. Throughout the book, the mnemonic APPLY is used as an organizing
method for teachers to develop and use CBA. APPLY stands for: (1) analyze
the curriculum, (2) prepare items to match curriculum objectives, (3) probe
frequently, (4) load data using a graph format, and (5) yield to results--revise.
The first chapter presents an overview of CBA, comparing it to traditional
assessment and other trends in assessment. The second chapter presents
the APPLY mnemonic and other aids to help teachers get started with CBA.
The remaining chapters apply CBA to specific subject areas and usually
discuss alternative forms of assessment, ways to implement the APPLY framework
to the specific area, suggestions for record-keeping, and examples and
case studies. Specific subject areas addressed are basic skills in reading,
reading comprehension, written language, mathematics, social studies, science,
and school survival and social skills. A glossary is provided. Appendices
offer sample probes, data collection sheets, and graphs. (Contains approximately
225 references.) (DB)
-GEOG_SOURCE- U.S.; Maryland
-CLEARINGHOUSE_NO- EC303021
-PUBLICATION_TYPE- 010; 070; 055
-PUBLICATION_DATE- 1994
-EDRS_PRICE- Document Not Available from EDRS.
This document, ranked number 8 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO- ED351621
-TITLE- Acceptability of Curriculum-Based
Assessment by School Psychologists.
-AUTHOR- Shapiro, Edward S.; Eckert, Tanya L.
-LANGUAGE- English
-DESCRIPTORS- Counselor_Attitudes Elementary_Education Elementary_School_Students
Evaluation_Criteria Evaluation_Methods School_Psychologists Standardized_Tests
-IDENTIFIERS- Curriculum Based Assessment
-ABSTRACT- Over the last several years, substantial dissatisfaction
has emerged with the use of norm-referenced, standardized tests for evaluating
the academic performance of students. In particular, dissatisfaction has
stemmed from concerns including the lack of overlap between the content
of tests and the curriculum, the limited sensitivity of norm-referenced
tests to index short-term academic progress, and the lack of relationship
between test results and instructional decision-making. In this study the
acceptability, as rated by school psychologists, of using curriculum-based
assessment and standardized, norm-referenced assessment measures for evaluating
academic performance was examined. Using a random survey of 1989-90 members
of the National Association of School Psychologists, 249 participants completed
the Assessment Rating Profile (ARP) after reading a description of assessment
data collected on a hypothetical 4th-grade student with academic difficulties.
Participants in each condition were presented with data from one of two
different scripts: the curriculum-based assessment and the standardized
testing assessment. Each participant was exposed to only one condition.
Following these scripts, participants completed the Assessment Rating Profile,
a measure designed to assess the acceptability of the assessment method
described in the script. Results indicated that although both assessment
methods were found to be acceptable, curriculum-based assessment was rated
significantly and consistently as more acceptable than standardized assessment
practices. (ABL)
-GEOG_SOURCE- U.S.; Pennsylvania
-CLEARINGHOUSE_NO- CG024621
-PUBLICATION_TYPE- 143; 150
-PUBLICATION_DATE- 1992
-EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage.
This document, ranked number 9 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO-
ED347774
-TITLE-
Linking Curriculum-Based Assessment
to Instructional Decision Making: Enhancing Outcomes for Students at Risk
for School Failure. Research Progress Series.;
-LANGUAGE-
English;
-DESCRIPTORS- Consultation_Programs Curriculum Elementary_Secondary_Education
Evaluation_Methods Expert_Systems Instructional_Development Student_Educational_Objectives
Diagnostic_Teaching Measurement_Techniques Student_Evaluation
-IDENTIFIERS-
Curriculum Based Assessment;
-ABSTRACT-
Curriculum-based measurement (CBM) is described as a method of helping
teachers measure student performance accurately and adapt their instruction
to improve student achievement. Curriculum-based measurement's features
include measurement of student proficiency across the annual curriculum,
and use of a standardized, prescriptive measurement methodology with demonstrated
psychometric acceptability. Curriculum-based measurement is contrasted
with the more predominant form of measurement known as mastery measurement.
The use of CBM to develop effective instructional programs and to monitor
and adjust goals is described. A study which evaluated the use of CBM with
and without an expert consultation system in math operations is reported,
with the finding that the instructional changes made by those teachers
in the CBM group with expert consultation were superior in quality and
variety to those made by the group without such consultation. Current research
directions are also described, and a list of nine related readings is appended.
(JDD);
-GEOG_SOURCE-
"U.S.; Tennessee";
-CLEARINGHOUSE_NO-
EC301392;
-INSTITUTION_NAME-
George Peabody Coll. for Teachers, Nashville Tenn. John F. Kennedy
Center for Research on Education and Human Development.;
-PUBLICATION_TYPE-
142;
-PUBLICATION_DATE- 1992
-EDRS_PRICE-
EDRS Price - MF01/PC01 Plus Postage.;
This document, ranked number 10 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO-
EJ444447
-TITLE-
"A Personal View of Curriculum-Based
Assessment: A Response to ""Critical Reflections....""";
-AUTHOR-
"Thompson, Verlinda P.; Gickling, Edward E.";
-JOURNAL_CITATION-
"Exceptional Children; v58 n5 p468-71 Mar-Apr 1992";
-LANGUAGE-
English;
-DESCRIPTORS- Curriculum_Development Educational_Philosophy Elementary_Secondary_Education
Evaluation_Methods Holistic_Approach Learning_Theories Disabilities Student_Evaluation
Teaching_Methods
-IDENTIFIERS-
Curriculum Based Assessment;
-ABSTRACT-
In response to a paper by L. Heshusius (EC 600 327), this article clarifies
fundamental concepts of curriculum-based assessment and discusses specific
points of misrepresentation. The article concludes that Heshusius has created
a narrow reductionistic view of reality instead of a dynamic evolving approach
to assessment, curriculum, and instruction. (JDD);
-CLEARINGHOUSE_NO-
EC602919;
-PUBLICATION_TYPE-
"080; 120";
-PUBLICATION_DATE- 1992
This document, ranked number 11 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO-
EJ444446
-TITLE-
"Passion and Precision: Response to ""Curriculum-Based
Assessment and Direct Instruction: Critical Reflections on Fundamental
Assumptions.""";
-AUTHOR-
Gersten, Russell;
-JOURNAL_CITATION-
"Exceptional Children; v58 n5 p464-67 Mar-Apr 1992";
-LANGUAGE-
English;
-DESCRIPTORS- Educational_Philosophy Elementary_Secondary_Education
Evaluation_Methods Holistic_Approach Student_Evaluation Disabilities Learning_Theories
Scientific_Methodology Teaching_Methods
-IDENTIFIERS-
Curriculum Based Assessment;
Direct Instruction;
-ABSTRACT-
This commentary on a paper by L. Heshusius (EC 600 327) describes key
ideas of direct instruction and reflects on the original paper from a perspective
that incorporates the realities of classrooms. The commentary calls for
serious, systematic inquiry that explores instructional environments for
special education students using constructs from direct instruction, cognitive
science, and holistic traditions. (JDD);
-CLEARINGHOUSE_NO-
EC602918;
-PUBLICATION_TYPE-
"080; 120";
-PUBLICATION_DATE- 1992
This document, ranked number 12 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO-
EJ444445
-TITLE-
"A Response to Heshusius' ""Curriculum-Based
Assessment and Direct Instruction: Critical Reflections on Fundamental
Assumptions.""";
-AUTHOR-
"Dixon, Robert C.; Carnine, Douglas W.";
-JOURNAL_CITATION-
"Exceptional Children; v58 n5 p461-63 Mar-Apr 1992";
-LANGUAGE-
English;
-DESCRIPTORS- Educational_Philosophy Elementary_Secondary_Education
Evaluation_Methods Disabilities Learning_Theories Scientific_Methodology
Student_Evaluation Teaching_Methods
-IDENTIFIERS-
Curriculum Based Assessment;
Direct Instruction;
-ABSTRACT-
This commentary on a paper by L. Heshusius (EC 600 327) argues that,
rather than rejecting empiricism, postmechanistic science embraces a more
sophisticated view of empiricism and scientific method. The commentary
also supports direct instruction with the use of multiple measures of educational
progress, quantitative and qualitative alike. (JDD);
-CLEARINGHOUSE_NO-
EC602917;
-PUBLICATION_TYPE-
"080; 120";
-PUBLICATION_DATE- 1992
This document, ranked number 13 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO-
EJ435817;
-TITLE-
A Practical Model for Curriculum-Based
Assessment and Instruction in Arithmetic.;
-AUTHOR-
"Gable, Robert A.; And Others";
-JOURNAL_CITATION-
"Teaching Exceptional Children; v24 n1 p6-9 Fall 1991";
-LANGUAGE-
English;
-DESCRIPTORS- Evaluation_Methods Models Student_Evaluation Teaching_Methods
Arithmetic Elementary_Secondary_Education Error_Correction Error_Patterns
Mathematics_Instruction
-ABSTRACT-
A nine-step model is presented for diagnosing and correcting computation
errors in arithmetic. The model, which lends itself to curriculum-based
assessment and instruction, involves such steps as identifying error patterns,
interviewing the student, and selecting the appropriate corrective strategy.
(JDD);
-CLEARINGHOUSE_NO-
EC601665;
-PUBLICATION_TYPE-
"080; 055";
-PUBLICATION_DATE- 1991
This document, ranked number 14 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO-
ED332457;
-TITLE-
Broadening School Psychological Services through Program Evaluation
and Modification That Emphasized Curriculum Based Assessment.;
-AUTHOR-
Foster, Kathleen;
-LANGUAGE-
English;
-DESCRIPTORS- Consultation_Programs Delivery_Systems Intervention Professional_Personnel
Psychoeducational_Methods Role_Perception Staff_Role Student_Evaluation
Teamwork Disabilities Learning_Problems Psychological_Evaluation Psychological_Services
School_Psychologists
-IDENTIFIERS-
Curriculum Based Assessment;
-ABSTRACT-
"The practicum examined a means of conducting psychoeducational
evaluations of children suspected of educational handicaps while expanding
the delivery services of school psychology to include consultation, program
planning, research, evaluation, supervision, and interventions. Practicum
activities included: (1) psychoeducational evaluations focusing on answering
referral questions and linking assessments to interventions; (2) demonstration
of the usefulness of curriculum-based assessment (CBA) through innovative
practice and inservice presentation; (3) a consultation project involving
collaborative efforts between teachers of educable mentally impaired students
and the school psychologist; and (4) a formative evaluation of current
multidisciplinary evaluation team reporting. Reports and logs indicated
that assessments had been appropriately modified and that a sufficient
number had been done. Structured interviews supported the value of consultation,
and the school psychologists gained in understanding of CBA. Positive responses
to the intervention project and planned continuance of the model suggested
success. The formative evaluation was accepted and used in program development.
It was concluded that school psychological service delivery can be expanded
while sustaining assessments. Appended are a workload analysis, a CBA checklist,
the evaluation team questionnaire, and a summary of the formative evaluation.
Includes 71 references. (DB)";
-GEOG_SOURCE-
"U.S.; Florida";
-CLEARINGHOUSE_NO-
EC300320;
-PUBLICATION_TYPE-
"043; 142";
-PUBLICATION_DATE- 1990
-EDRS_PRICE-
EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.;
This document, ranked number 15 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO-
EJ425680;
-TITLE-
Curriculum-Based Assessment
and Direct Instruction: Critical Reflections on Fundamental Assumptions.;
-AUTHOR-
Heshusius, Lous;
-JOURNAL_CITATION-
"Exceptional Children; v57 n4 p315-28 Feb 1991";
-LANGUAGE-
English;
-DESCRIPTORS- Evaluation_Methods Measurement_Techniques Elementary_Secondary_Education
Holistic_Approach Student_Evaluation Teaching_Methods
-IDENTIFIERS-
Curriculum Based Assessment;
Direct Instruction;
-ABSTRACT-
This article argues that curriculum-based assessment and direct instruction
are not models of assessment and instruction for human learning but isolated
sets of measurement and control procedures. The paper advocates holistic
understandings of assessment that directly emerge from human aspects of
learning and teaching and from understandings of the construction of knowledge.
(Author/JDD);
-CLEARINGHOUSE_NO-
EC600327;
-PUBLICATION_TYPE-
"080; 120";
-PUBLICATION_DATE- 1991
This document, ranked number 16 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO-
EJ415056;
-TITLE-
The Utility of a Curriculum-Based
Assessment Instrument in the Development of Individualized Education
Plans for Infants and Young Children.;
-AUTHOR-
"Notari, Angela R.; Bricker, Diane D.";
-JOURNAL_CITATION-
"Journal of Early Intervention; v14 n2 p117-32 Spr 1990";
-LANGUAGE-
English;
-DESCRIPTORS- At_Risk_Persons Preschool_Education Test_Reliability
Test_Validity Disabilities Evaluation_Methods Individualized_Education_Programs
Student_Educational_Objectives
-IDENTIFIERS-
Curriculum Based Assessment;
Evaluation and Programming System Assessment Lvl I;
-ABSTRACT-
The Evaluation and Programming System: Assessment Level I (EPS-I) was
evaluated for effectiveness in developing individual education goals among
handicapped or at-risk infants and young children. Early interventionists
(N=48) used EPS-I and other instruments to develop goals which were compared.
Findings indicate EPS-I goals were functional, generic, measurable, and
easily integrated with the instructional context. (Author/PB);
-CLEARINGHOUSE_NO-
EC231720;
-PUBLICATION_TYPE-
"080; 142";
-PUBLICATION_DATE- 1990
This document, ranked number 17 in the hitlist, was retrieved from the ericdb database.
-ERIC_NO-
EJ414421;
-TITLE-
Curriculum Based Assessment
and the Regular Classroom Teacher.;
-AUTHOR-
Guernsey, Marsha A.;
-JOURNAL_CITATION-
"Illinois Schools Journal; v69 n2 p15-19 1990";
-LANGUAGE-
English;
-DESCRIPTORS- Curriculum Educational_Objectives Evaluation_Criteria
Evaluation_Methods Measures Standardized_Tests Student_Evaluation
-IDENTIFIERS-
Curriculum Based Assessment;
-ABSTRACT-
Provides an overview of curriculum-based assessment (CBA). Lists the
steps to develop a CBA and provides a sample CBA. Explains how to analyze
CBA results. Specific reasons to support the use of CBA instead of standardized
tests in the regular classroom are detailed. (JS);
-CLEARINGHOUSE_NO-
UD515300;
-PUBLICATION_TYPE-
"080; 141";
-PUBLICATION_DATE- 1990