Curriculum-Based Developmental Assessment: Congruence of Testing and Teaching

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Abstract
Curriculum-based assessment (CBA) provides the most direct means for assessing and monitoring child program progress. Numerous CBA instruments are becoming available to the school psychologist for use with preschoolers. The characteristics and utility of such instruments are discussed including those that combine norm and criterion qualities, those that provide adaptations for assessing skills for children with specific disabilities, and those that offer adaptive process measures. Five areas of research in preschool assessment and four major qualities for assessment batteries are summarized. Finally, the inter-relatedness of direct instruction, behavior technology, program accountability, and curriculum-based assessment is noted.