Definition: CBAs have test stimuli taken from the curriculum, are intended to be administered regularly, and inform instruction. CBM is a type of CBA. CBM measures general outcomes that incorporate many skills. CBA can also thought of in terms of mastery and progress measured according to mastery of the sub-skills needed to meet global skills. Most CBA models fall under mastery.
Why it matters: Mastery measurement CBAs are not standardized so validity and reliability are unknown. They are most often teacher made assessments for individual students.
Example of use: A teacher creates several math assessments to measure of a student toward several sub-skills needed to add or subtract mixed fractions.
Hosp, M. K., & Hosp, J. L. (2003). Curriculum-Based Measurement for Reading, Spelling, and Math: How to Do It and Why. Preventing School Failure, 48(1), 10-17.
Hosp, J. L., Hosp, M. K., Howell, K. W., & ebrary, I. (2014). The ABCs of curriculum-based evaluation: A practical guide to effective decision making. New York: The Guilford Press