ABSTRACT
Curriculum-based assessments (CBA) refer to a class of assessments that measure skills and knowledge directly related to the curriculum. They can help teachers understand what a student knows or can do. Using results of CBAs to plan instruction should create a better match for the learner. Although many models of CBAs have been proposed, they fall under two categories: standardized, formal assessments and informal assessments. A combination of these intentionally designed options comprises a multimeasure approach to describe a student’s performance more accurately. Including above-level, appropriately challenging assessments is essential for gifted students, because equity does not mean all students have to be taught the exact same content or way at the same time. To this end, the chapter includes examples in a variety of curricular domains to show how activities can increase in depth and complexity for gifted students. Learners, including those who are gifted, should be given the opportunity to reach their full academic potential, whatever that may be. Using alternative assessments such as CBA gives teachers important, specific information about their students’ learning and allows them to adapt to meet each student’s needs.
