Matthew K. Burns & David C. Parker 
Curriculum-Based Assessment for Instructional Design [PDF ebook] 
Using Data to Individualize Instruction

Accessibly written and featuring illustrative case examples, this book provides a complete guide to curriculum-based assessment for instructional design (CBA-ID). CBA-ID comprises easy-to-implement, reliable, and valid procedures for determining a student’s instructional level and individualizing instruction by developing tasks that are neither too hard nor too easy. It is a key tool for supporting K-8 students who are struggling in reading, math, or writing, and is ideally suited for intervention planning within multi-tiered systems of support. Including reproducible forms, the print book has a large-size format and lay-flat binding to facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series.

Содержание

Foreword, James A. Tucker
1. Curriculum-Based Assessment for Instructional Design: Using Data to Drive Instruction and Intervention
2. The Instructional Level
3. CBA-ID as an Assessment Tool
4. CBA-ID for Reading
5. CBA-ID for Math
6. CBA-ID for Early Writing
7. CBA-ID for Instruction and Intervention
8. CBA-ID in Action
Glossary of Abbreviations
Appendices

Об авторе

Matthew K. Burns, Ph D, is Associate Dean for Research and Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri–Columbia. He has published over 150 articles and book chapters and 10 books, and served as Editor of School Psychology Review.   David C. Parker, Ph D, is Research Director at Serve Minnesota, the state commission tasked with administering Americorps programming in Minnesota. Serve Minnesota operates Minnesota Reading Corps and Math Corps, which apply research-based practices in assessment and intervention within and beyond Minnesota schools in order to support at-risk learners. Dr. Parker has published multiple articles and chapters on instructionally relevant assessment and intervention, and has worked as a school psychologist and school psychology trainer.