Academic teachers to make comparisons between students based

Academic assessment has been used in education for many
years to assess students’ progress. Teachers use assessment to determine if a
student is developing academically within an academic year, and to monitor and
design an individualized instructional program to promote academic growth.  Assessments can be either formative or
summative, and both types can give direct and accurate feedback on a student’s
learning and growth. Curriculum-based assessments, or summative assessments,
give teachers, students, and parents a summary of what was learned at the end
of a lesson. Standards-based assessments, or formative assessments, are used by
the teacher to note and monitor student’s progress on a specific skill.


Curriculum-based assessment also known as curriculum-based
measurement, CBM, is a tool used for testing and measuring a student’s
progress. This type of assessment is repeated and directly assesses target
skills in math, reading, science, social studies, writing, and spelling using
materials directly from the curriculum. CBM is used to monitor short term
progress on specific skills. Short activities and sets of questions which
target these specific skills are used. CBM provides parents with week-by-week
updates on their children’s progress, and the teacher can use CBM to determine
if they need to change their instructional methods.

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Standards-based assessment relates to a student’s ability to
demonstrate their understanding or mastery of specific skills they are expected
to learn throughout a school year. Learning standards give concise descriptions
of what students should know and do at a specific stage in their education,
determine the goals of lessons, and teachers then use these goals to determine
how and what they should teach to achieve the learning expectations. This type
of assessment involves giving students grades that reflect their level of
performance; therefore, students’ grades are not related to the performance of
others. Students are able to know what criteria is used to grade their work,
and it allows teachers to make comparisons between students based on their


Curriculum-based assessments are summative while
standards-based assessments are more formative. Majority of curriculum-based
assessments comes from the textbook, and is given on a regular basis. Teachers
may use CBM to monitor math fact automaticity, and they can do this by creating
a worksheet containing math facts. Every week, the teacher can hand out the
worksheet and give them a few minutes to complete as many problems as they can.

After the time is up, teachers can collect the worksheets or they can let the
students check each other’s work. Their progress can be charted on a graph. Standards-based
assessments can be as simple as listening and watching students work. Exit
tickets are another great type of formative assessment. With exit tickets,
students must write something they learned from the lesson as they leave the


Curriculum and standards-based assessments are both
beneficial to the classroom. Without either one of these assessments, teachers
would not be able to gauge or monitor individual students. Teachers must use
standards-based assessments to guide their instruction in the classroom.  A teacher who has a majority of his/her class
not do well on an assessment, then the teacher needs to reteach that particular
standard.  A teacher who only has two or
three students who have not mastered the standard would provide additional
instruction within a small group setting.