Curriculum Based

Assessment
Serria C. Eraseren
Azusa Pacific University

Curriculum Based
Assessment (CBA)
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/).

Curriculum Based
Assessment (CBA) Continued
Within the process of CBA, it has also been known as

direct assessment of academic skills (http://www.

unm.edu/~devalenz/handouts/cba.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.

Curriculum Based
Assessment (CBA) Continued
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.

Academic Areas Assessed

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).

Curriculum Based
Assessment for Reading

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.

Curriculum Based
Assessment in Writing
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/).

CBA in Spelling
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.

Curriculum Based
Assessment in Mathematics
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/).

Development and
Standardization
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.

Qualities of Curriculum Based

Assessment
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.

How do we know the

assessments are accurate?
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.

How do we know the

assessments are accurate?
Continued
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.

Validity and reliability

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.

Getting the Results

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.

Description of Test Results

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 Test vs. CBA

Standardized
Assessments

Curriculum Based
Assessment

Individual or groups
Individually administered
administered
Used for program planning and Used for individual program
evaluation
planning and evaluation
Compares individual to group

Compares individual to
curriculum

References
http://www.programevaluation.org/)
www.http://specialed.about.com/
http://www.unm.
edu/~devalenz/handouts/cba.html