This article presents the authors' response to Sharon Vaughn and colleagues' article "Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention." In Vaughn et al. article, a study in which they provided professional development to content area teachers, with the goal of…

Differences between curriculum-based assessment and curriculum-based measurement (CBM) are outlined, and a rationale for CBM's standardized, long-term goal approach to measurement is presented. CBM can be used to develop instructional programs in four ways, including judging the appropriateness of goals and contrasting the efficacy of different…

The paper examined empirical evidence (published through 1986) concerning the effectiveness of the Adaptive Learning Environments Model (ALEM), a multifaceted program designed to integrate handicapped pupils and remedial and compensatory education students in general education. Evaluation of three evaluative studies by the program's originators…

The coordinated use of performance-based assessment and curriculum-based assessment is explored. Criteria are suggested for evaluating the advantages and disadvantages of each assessment method, and a framework for integrating the two methods is proposed. Specific recommendations are given for use with students having learning disabilities. (CR)

This literature review discusses the match between tests and curricula, measurement validity and instructional utility when sampling student performance in general and advantages/disadvantages of sampling performance in the curriculum. It concludes that sampling from the curriculum is not essential and outlines three critical features ensuring the…

Two approaches to measurement for instructional decision making (specific subskill mastery measurement and general outcome measurement) are described and illustrated with case studies. The paper concludes that measuring general outcome indicators can bridge traditional and contemporary assessment paradigms to form an innovative approach to…

Procedures for developing curriculum-based measurement (CBM) systems are presented as an approach to special education problem solving. CBM procedures are discussed within the context of a decision-making matrix, focusing on "what" and "how" to measure and how to use data. An example applies the method to reading-aloud…

This response to a critique (EC 610 427) of the authors' article on curriculum-based assessment notes the use of an operational definition of "curriculum" in their original article and restates their concern that too many teachers believe that assessment is wedded to the specific materials of instruction. (DB)

This paper refutes the arguments of Margaret Wang and Herbert Walberg in their support of the Adaptive Learning Environments Model (ALEM) and the General Education Initiative. It focuses on the small number of ALEM implementations and replications, weaknesses of the research and evaluations supporting ALEM, and other specific criticisms. (JDD)

Examines fundamental differences between inclusionists and full inclusionists with regard to the primary objective of schooling, student placement, and expectations regarding accommodating to diverse needs. Presents weaknesses in the full inclusionists' and inclusionists' arguments. Argues for identifying appropriately ambitious goals for…