The coordinated use of performance-based assessment and curriculum-based assessment is explored. Criteria are suggested for evaluating the advantages and disadvantages of each assessment method, and a framework for integrating the two methods is proposed. Specific recommendations are given for use with students having learning disabilities. (CR)

This study, involving 40 students (grades 2-8) with learning disabilities, found that students who participated in curriculum-based measurement test-taking strategy training scored higher on a posttreatment computation test than students without the strategy training. Use of a goal strategy did not result in any achievement differences.…

Twenty-five general and 37 special education teachers were compared in their planning and adaptation for students with learning disabilities. Results indicated that special education teachers who used curriculum-based measurement (CBM) adapted students' programs more frequently and relied on more objective databases than did non-CBM special…

Nineteen special educators implemented Curriculum-Based Measurement with a total of 36 learning-disabled math pupils in grades 2-8 to examine the effects of goal line feedback. Results indicated comparable levels and slopes of student performance across treatment conditions, although goal line feedback was associated with greater performance…

Proposes a treatment-validity model for the identification of learning disabilities. The four-phase eligibility-assessment process would include evaluating adaptations in the regular classroom and verifying the effectiveness of special education before placement. Considers the technical requirements of this alternative eligibility process, and the…