States are increasingly using value-added approaches to evaluate teacher effectiveness. There is much debate regarding whether these methods should be employed and, if employed, what role such methods should play in comprehensive teacher evaluation systems. In this article, we consider the use of value-added modeling (VAM) to evaluate special…

The concept of curriculum-based assessment (CBA), using the material to be learned as the basis for assessing the degree to which it has been learned, is introduced and compared to traditional forms of assessment, with reference to special education. (Author/CL)

Curriculum-based assessment (CBA) is based on three themes: (1) curriculum provides the most basic and meaningful avenue for classroom assessment; (2) curriculum places explicit demands upon the learner; and (3) curriculum must be controlled for academic success. Research has shown CBA effective in promoting good classroom performance, especially…

Current approaches to assessment of what to teach and how to teach, and their limitations, are discussed. Suggestions are made for modifying current approaches in favor of a post hoc procedure that uses frequent student evaluation to provide the database from which decisions regarding modifications of teaching strategies may be made. (Author/CL)

The current technical history of nonbiased assessment for children with suspected handicapping conditions is highlighted. Definitions of fairness and experts' attempts to alleviate problems associated with bias in assessment are reviewed. Factors relating to nonbiased assessment are emphasized that normally do not receive sufficient attention.…

Guiding principles of precision teaching are reviewed, the use of the Standard 'celeration chart illustrated, and implementation aspects involved in pinpointing, counting, charting, and evaluating are described. The article concludes with a brief summary of effectiveness research. (CL)

To overcome criticisms of gifted program evaluation, a university evaluation team and a public school program worked to develop evaluation instruments and procedures. The experiences of the first year of the cooperative effort are presented to illustrate the issues, problems, and benefits of such an arrangement. (Author/SB)

Curriculum-based measurement (CBM) combines the advantages of informal assessment and commercial standardized tests. Reliability and validity research on CBM is cited along with its benefits in special education (improved communication, increased sensitivity, improved database, and peer referencing). (CL)

The article describes the essential features of curriculum-based assessment (CBA) and provides suggestions for developing them. Special emphasis is placed on describing how teachers can use CBA results to place students into curriculum materials, adjust instruction based on their performance, and evaluate and communicate pupil progress. (Author/CL)

A model of special education based on the use of a direct and repeated measurement and evaluation system for developing effective educational programs is described. Two separate studies are included, presenting student outcome data at both the individual and system level, for academic and social behaviors. (Author/CL)

The proposed career/vocational assessment model outlines a developmental process for increasing an individual's awareness of self in relation to the world of work. (SB)

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…

Two studies document benefits of implementing CBM (curriculum-based measurement) in both special and regular education settings. In Study 1 CBM is demonstrated to be a valid and reliable measurement system that aids teacher decisions regarding student placement, progress, and intervention effectiveness in an elementary school. Study II outlines…

The article examines the legal problems associated with standardized testing instruments and their use and the legal imperative for using curriculum-based measures in special education evaluation systems. (Author/CL)

The article summarizes current knowledge as it relates to three basic requirements for assessment (qualified personnel, adequate tools, and fair implementation) and identifies research and evaluation priorities for special education and school psychology. Priorities include defining minimum competency for assessment personnel and identifying…