Using Curriculum-Based Assessment in the Responsiveness to Intervention Diagnostic Model for Learning Disabilities

Autor/inn/en	Burns, Matthew K.; Dean, Vincent J.; Klar, Sandy
Titel	Using Curriculum-Based Assessment in the Responsiveness to Intervention Diagnostic Model for Learning Disabilities
Quelle	In: Assessment for Effective Intervention, 29 (2004) 3, S.47-56 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/073724770402900304
Schlagwörter	Curriculum Based Assessment; Intervention; Learning Disabilities; Instruction; Instructional Effectiveness; Disability Identification; Models + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Teaching process; Unterrichtsprozess; Unterrichtserfolg; Analogiemodell
Abstract	The Responsiveness to Intervention (RI) model for diagnosing learning disabilities has been proposed as an alternative to previous definitions. Given the importance of reliable and valid assessment in the instructional process, assessment must be a crucial aspect of any RI approach. Curriculum-based measurement (CBM) has been discussed in previous descriptions of RI, but arguably does not address all of the components of an RI model. This article examines the potential use of curriculum-based assessment (CBA) in distinguishing ineffective instruction from unacceptable learning and informing instruction, which are two key elements of RI. How CBA can be used to plan, manage, deliver, and evaluate classroom instruction is specifically discussed, as are the central tenets of CBA. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10