Assessment for Effective Intervention

 

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Assessment for Effective Intervention, Vol. 29, No. 3, 47-56 (2004)
DOI: 10.1177/073724770402900304

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

Matthew K. Burns

Central Michigan University

Vincent J. Dean

Michigan State University

Sandy Klar

Central Michigan University

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.


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This article has been cited by other articles:


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 Assessment for Effective InterventionHome page
A.-J. Griffiths, A. M. VanDerHeyden, L. B. Parson, and M. K. Burns
Practical Applications of Response-to-Intervention Research
Assessment for Effective Intervention, January 1, 2006; 32(1): 50 - 57.
[Abstract] [PDF]

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 Assessment for Effective InterventionHome page
A. M. VanDerHeyden and M. K. Burns
Using Curriculum-Based Assessment and Curriculum-Based Measurement to Guide Elementary Mathematics Instruction: Effect on Individual and Group Accountability Scores
Assessment for Effective Intervention, January 1, 2005; 30(3): 15 - 31.
[Abstract] [PDF]