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    smiley2 Offline OP
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    Is there an accepted/fair/etc. format for a CBA? Our district has a curriculum, and uses Pearson Investigations as the resource, and follows (maybe slightly ahead of) state CC standards. The administered curriculum test is very Investigeations-like telling kids to solve something in a particular method (numberline, break apart, etc.) versus just having them solve in any method and explaining their reasoning if asked for. Is a CBA supposed to test that a child can solve and explain something in a manner or a specific publisher taught manner?
    Any kid moving in district isn't tested on publisher specific lingo to derive placement. I wonder why a CBA would be set up so specifically to a publishers lingo.


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    aeh Offline
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    The idea of CBA is exactly that it is closely aligned to the curriculum in which students are instructed, and assesses learners in the skills and concepts in which they should have received instruction in the core curriculum. Outside of the move-ins, this is, hypothetically, entirely fair in terms of assessing response to instruction. Of course, it has the potential for restricting space for creative problem-solving, and significantly misplacing move-ins.


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    CBA assessment looks at whether the students learnt what the teacher taught. It is not so much looking at what the child can do but at what the teacher can teach. Which is fine if the teacher is getting the grade.

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    smiley2 Offline OP
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    But when using a CBA as an assessment tool for skipping a particular years curriculum, one isn't really testing what a teacher taught per se as that particular curriculum hasn't been taught to the student.

    While a CBA should be closely aligned to a curriculum, should it only match one of several curriculum resources used in the delivery of the curriculum? Ex If the PA core says "Apply place value understanding and properties of operations to perform multi digit arithmetic.", why can't a kid just demonstrate in any way on a CBA vs having to answer a question using a specific method they may or may not have learned? Is/Should a CBA testing a specific method (like using a numberline) of adding or testing the ability to add?

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    aeh Offline
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    The value of testing based on the curriculum in use in that program is that one should not need to do any extra side teaching on special terminology or specific methods from previous grades, should they come up in the course of new instruction. It should hypothetically be possible to determine exact equivalence to the performance of and expectations for a student who did receive instruction in the course to be skipped. Schools feel much more comfortable with skipping when they can create these kinds of equivalences. No one has to compare the scope and sequences of the curriculum from which the tool was taken and the curriculum in which the skip is occurring. There should be no gaps at all.

    I understand where you are likely coming from--that not making the cutoff on the test because you have a different, but equally effective, method for solving the problem, or because you don't know the exact vocabulary they use for some skill or concept for which you can demonstrate mastery, seems like an assessment of something other than math skills--and I don't disagree, but it's also not totally irrational to use CBA this way if the SSA is going to be essentially unsupported. That is, if no special accommodations are going to be made for the skipped student, such as catching them up on gaps where they appear. And it's really the most straightforward way of predicting their likelihood of success in this grade, in this curriculum, which is actually going to be their core instruction.


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