CBA+PROJECT+CLARIFICATION

**__FIRST, THINK BACK TO EVERY CHAPTER TEST/WORKSHEET THAT TEACHERS HAVE GIVEN YOU OVER THE YEARS…..__** // The curriculum based-assessment project (CBA Project) involves developing and field testing a curriculum-based assessment instrument (CBA instrument). // **BECAUSE MANY OF US DO NOT HAVE ACCESS TO CURRICULAR MATERIALS – WE WILL ONLY BE CONCENTRATING ON DEVELOPING A CBA DEVISE.** // CBA is an approach in which teachers measure educational performance based-on the progress of their students in the curriculum in their classrooms and the students' individual IEP goals and objectives. // **TEACHERS USE CURRICULUM BASED ASSESSMENTS TO ASSESS HOW STUDENTS ARE PROGRESSING – EVERYDAY OR AT LEAST WEEKLY.** // CBA does not rely on student performance as measured by formal, standardized, norm-referenced tests. //** CBA IS NOT THE PSSA TEST (OR A PRAXIS OR SAT TEST). ** // Instead, CBA uses class tests, homework assignments, classwork, and teacher impressions (based on direct observation) to make assessment decisions. //** FOR EXAMPLE, IF A TEACHER SUSPECTS STUDENTS ARE NOT LEARNING THEIR SPELLING WORDS OR IF THERE ARE MANY MISTAKES IN THEIR WRITING HOMEWORK, SHE MAY DEVELOP A SPELLING TEST IN WHICH STUDENTS MAY USE THE WORDS IN SENTENCES. THIS WILL HELP TO SEE WHO IS NOT GRASPING THE CONCEPTS. ** //Common CBA instruments include:// Finally, you will create your own CBA **CBA in Reading** may consist of letter/letter sound reading, word lists and or passage reading, depending on the student’s developmental level or instructional goals. Students are asked to read from letter lists, word lists or reading passages called “probes” for one minute. Students who are beyond an emergent level typically read three passages of text per grade level, and the median, or middle score is recorded. Multiple passages within a single book level are prepared so that ongoing assessment can take place without practice effects. **CBA in Writing** consists of a three-minute writing sample with a story starter. There are many scoring options including counting the number of, and percent correctly spelled words in three minutes. Qualitative scoring options are provided in this manual. **CBA Math** uses two-minute calculation probes. Probes, which may be comprised of a single skill or “mixed skills”, are selected to assess key skills from the student’s current or imminent instructional program. The following qualities make CBA a unique form of assessment that can be used for many types of educational decisions: · CBA can be administered frequently for ongoing formative evaluation. · CBA is sensitive to relatively small changes in short periods of time. · Research has shown CBA to have good measurement properties (reliable, valid). · CBA is scored objectively. · CBA can have curriculum overlap/relevance. · CBA provides information that is useful for identifying students’ instructional needs. · CBA is practical to administer (considering cost and teacher time). · CBA can be norm referenced (using local norms). Because of its many positive assessment qualities, CBA can be used for a wide variety of educational decisions from instructional decisions about individual students in regular education to more high stakes decisions such as program evaluation and program eligibility. Below is a list of the various types of decisions that can be made using CBA procedures and the type of assessment (inventory and or progress monitoring) that would be used to make such a decision. · Identify instructional needs of students through analysis of reading behaviors (inventory and or progress monitoring). · Match instructional materials with the student's instructional level so that the student has optimal challenge and frequent opportunities for success (inventory and or progress  monitoring).
 * __THE ITALIZED TEXT BELOW IS THE CBA PROJECT TAKEN DIRECTLY FROM THE SYLLABUS. THE BOLD PRINT OFFERS CLARIFICATION.__**
 * teacher-made checklists that measure specific skills such as the academic skills of reading, spelling, and math.
 * Examples of checklists and other types of CBA appear in the class text.
 * Other commonly used CBA tools include observations of behavior, rating scales, and error pattern analysis.
 * For example, you may decide to create and try out a reading skills checklist.
 * OR A CHECKLIST OF MATH FACTS ACHIEVED AND THOSE STILL WEAK (COMPILED AFTER A TEST)
 * IT IS BASICALLY A TEST/QUIZ BASED ON WHAT THE CHILDREN ARE LEARNING IN THEIR TEXT BOOK (CURRICULUM). READING PROBES (DETERMINING READING LEVELS/ERRORS) ARE ALWAYS GOOD. WRITING PROBES ARE ALSO GOOD.**
 * Qualities of CBA **
 * Purposes for using CBA **
 * Evaluate the effectiveness of instructional interventions. CBA can be used to determine whether or not interventions are being effective in helping students to achieve predetermined goals. Interventions can be modified until students begin achieving goals as determined by CBA data (progress monitoring).