Acceptability of curriculum-based assessment by school psychologists

Edward S. Shapiro, Tanya L. Eckert

Research output: Contribution to journalArticlepeer-review

25 Scopus citations


School psychologists' acceptability ratings of curriculum-based assessment and selected standardized measures for evaluating academic performance was examined. From a random sample of members from the 1989-1990 membership list of the National Association of School Psychologists (NASP), a total of 249 (49.8%) respondents completed the Assessment Rating Profile (ARP), a measure designed to evaluate the acceptability of assessment procedures, after reading a description of assessment data collected on a hypothetical student. The results showed that although both sets of assessment measures were found to be rated as acceptable, CBA was significantly and consistently rated as more acceptable than standardized tests. Initial psychometric characteristics of the ARP are also reported.

Original languageEnglish (US)
Pages (from-to)167-183
Number of pages17
JournalJournal of School Psychology
Issue number2
StatePublished - 1994
Externally publishedYes


  • Acceptability
  • Assessment Rating Profile
  • Curriculum-based assessment

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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