Standardized Tests and Timed Curriculum-Based Assessments: A Comparison of Two Methods for Screening High-Risk Students
- 1 September 1987
- journal article
- research article
- Published by SAGE Publications in Journal of Psychoeducational Assessment
- Vol. 5 (3) , 185-193
- https://doi.org/10.1177/073428298700500301
Abstract
The present study compared two procedures used in identifying students as “at risk” for learning problems. One procedure was a standardized norm referenced assessment represented by the Metropolitan Readiness Test and the Metropolitan Achievement Test. The other test procedure was a variation of the Curriculum-Based Assessment (CBA), which used frequency to measure samples of academic behavior. Tests were administered to 144 kindergarten and 142 first-grade children. Although the two procedures were comparable in identifying high-risk students, they differed substantially in time, effort, and cost. These differences might be important for school districts with limited personnel and funds.Keywords
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