ABSTRACT
Assessment Instruments and Cutoff Scores for Proficiency and Accuracy in Order to Target Interventions (Kindergarten to Grade 2)
Curriculum-based assessment for instructional design (CBA-ID; Gickling & Havertape, 1981) is a method with which student skill can be assessed using specific learning tasks. The amount of known information within a task is assessed and interpreted with the categories of frustration, instructional, or independent level. Tasks that represent an instructional level (e.g., 93% to 97% known for reading) lead to optimal student learning. Previous research found that CBA-ID leads to data that are reliable (Burns et al., 2000) and can be used for valid decision (Burns, 2004). More important, research using CBA-ID consistently leads to improved student learning.
