CURRICULUM-BASED MEASUREMENT - CONCEPTUAL UNDERPINNINGS AND INTEGRATION INTO PROBLEM-SOLVING ASSESSMENT

被引：13

作者：

KNUTSON, N

SHINN, MR

机构：

[1] UNIV OREGON,SCH PSYCHOL PROGRAM,DIV SPECIAL EDUC & REHABIL,EUGENE,OR 97403

[2] UNIV COLORADO,COLORADO SPRINGS,CO 80907

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 1991年 / 29卷 / 04期

关键词：

D O I：

10.1016/0022-4405(91)90025-M

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This article presents a case study exemplifying the use of curriculum-based measurement (CBM) in educational decision making. CBM is portrayed as more than just a set of brief fluency tests with strong conceptual ties to three related assessment models, viz., behavioral, ecological, and problem-solving assessment. The key elements of each of these models are delineated. A case study is presented to show how CBM is integrated into problem-solving educational assessment and decision-making practices. © 1991.

引用

页码：371 / 393

页数：23

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