Serria C.

Eraseren
Azusa Pacific University
Curriculum Based Assessment (CBA) is a method of
systematically assessing students basic academic
skills in reading, mathematics, spelling and written
expression.
The material on the CBA is based upon the grade
level that the student is in.
As well as information that may be adapted from
the students IEP goals (www.
http://specialed.about.com/).

Within the process of CBA, it has also been
known as direct assessment of academic
skills
(http://www.unm.edu/~devalenz/handouts/c
ba.html)
Within each academic section, there are mini
probes that consist of brief reading passages,
concise spelling list, and math equations that
are pulled directly from the students
curriculum/IEP goals.

Each student has specific material that will be
covered on their assessment.
For example, if a student in the fourth grade is
mastering long division, that will be placed on
their assessment.
Educators give their students brief timed
samples of academic content taken directly
from the students curriculum.
The academic areas assessed for the CBA are reading,
writing expression, spelling and mathematics. Educators
can also use material that will aid a student with
disabilities in their future plans.
Material from the assessments are taken directly from the
students academic curriculum.
The CBA provides a detailed data of how the students are
performing on the assigned material that educators
distribute within the classroom
(http://www.unm.edu/~devalenz/handouts/cba.html).
The CBA in reading may consist of letter sound
reading, word list and or reading passages.
The assessment may differ based on a students
developmental goals and instructional levels.
Each student is required to read certain
passages within a specific time.
Students with significant cognitive disabilities
may participate within state assessments with
specific modifications and accommodations.
The CBA in writing consist of a three-minute
writing sample with starter stories at the
beginning of the section.
There are many options in scoring the CBA for
writing. Some of the following may include:
Percentage of correctly spelled words
The number of words within the passage
Accuracy of grammar within three minute time frame
(http://www.programevaluation.org/).
From the list of spelling words that make up
the scoring pool, the educator chooses
random words.
Educators can create spelling list.
Choose random words from the spelling list.
The educator selects words that correspond
with each number from the spelling list
Process is repeated until educator has chosen
words for a complete spelling probe.


The CBA in mathematics consist of calculation
probes.
Each probe may consist of a specific skill or an
array of mixed skills.
Specific skills are pulled to assess the students
present curriculum within their current academic
program.
Time may vary depending on if the student may
need modifications
(http://www.programevaluation.org/).
The CBA is develop to present data to educators,
in hopes of determining if students were able to
comprehend their specified curriculum material.
CBA monitoring is an evaluating system as well
as provides intervention material provided for to
determine what methods are most effective for
students.
The CBA provides effective feedback on
student based needs.
Helps educators identify student strengths
and weaknesses.
Aids in modifying curriculum.
Provides reliable and valid results to
education system regarding student needs.

CBA are known to be accurate because the
assessments are structured, flexible, individualized,
intended to measure progress, and knowledge-based
assessments.
CBA are also on-going assessments because
educators will use the process of informal
assessment (assessing student behavior in reading,
mathematics, and writing) to help develop an array of
assessments.
Educators that use CBA within their
classrooms usually use a form of informal
assessments to prepare the assessments.
Definition:
A variety of flexible, non-standardized procedures
for measuring student performance, achievement
and progress.

The test results are valid, reliable and gives
educators knowledge on what the student needs
to work in.
Educators can correlate the results with what
each student needs in order to succeed.
Progress is charted, making it understandable for
students and their parents to see improvement
through a visual record.
Educators can track student knowledge by
looking over results.
Results will indicate where progress is and is
not occurring.
Allows educators to intervene more
effectively to make sure every student is
getting where they need to be.
Identifies the level of where the student is
functioning within the levels of: writing,
mathematics, spelling and reading.
Educators can determine how to tailor more
effectively to their students needs with the
results.
As well as prepare each student for their future
goals by knowing strengths and weaknesses.
Standardized
Assessments
Curriculum Based
Assessment
Individual or groups
administered
Individually administered
Used for program
planning and evaluation
Used for individual
program planning and
evaluation
Compares individual to
group
Compares individual to
curriculum
http://www.programevaluation.org/)
www.http://specialed.about.com/
http://www.unm.edu/~devalenz/hand
outs/cba.html