Few studies have been published that have examined the psychometric properties of Gickling's model of curriculum-based assessment (CBA), even though this model is among the few educational assessment

The gap

Consensus across the literature

Supporting evidence — 8 representative gaps

• Dokuzuncu Sınıf Matematik Programının Benimsediği Durum Belirleme Anlayışının Ders Kitaplarına Yansımaları (2015) · doi

  As a result, analysis of the textbooks revealed that the understanding of assessment adopted in the curriculum is not reflected in the related textbooks sufficiently in terms of "diversity in assessment techniques"; is reflected in terms of "continuity of assessment practices and process evaluation" compared to diversity in assessment techniques; is reflected in terms of "multi-purpose use of assessment results" limited to the detected assessment techniques used in textbooks.

  Keywords: assessment textbooks reflected terms techniques diversity result revealed understanding adopted curriculum related sufficiently continuity practices
• Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment (2022) · doi

  Although there are a few studies on the change of targeted skills and item structures used in the classroom assessment in the related national literature, the number of studies providing information on how to apply classroom assessment in line with its recent definitions, aims and implementation is still limited.

  Keywords: classroom assessment there change targeted skills item structures used related national literature number providing information
• Examining increased flexibility in assessment formats (2011) · doi

  Considerations for implementing flexible assessment choices into the curriculum are presented, along with a call that further research into such practice is needed to develop a comprehensive set of practical recommendations and best practice for implementation of flexible assessment choice into the curriculum.

  Keywords: flexible assessment curriculum practice considerations implementing choices presented along call further needed develop comprehensive practical
• Measuring Sight-Word Acquisition and Retention Rates with Curriculum-Based Assessment (2001) · doi

  Few studies have been published that have examined the psychometric properties of Gickling's model of curriculum-based assessment (CBA), even though this model is among the few educational assessment models that include both performance assessment and cognitive learning theory.

  Keywords: assessment model published examined psychometric properties gickling curriculum based even though among educational models include
• Developing multiple literacies in an EAP direct entry pathway program through integrated assessments (2024) · doi

  Integrated assessments, in which some combination of listening, speaking, reading, and writing are included and assessed, offer an appropriate form of assessment for this pedagogical context, but limited research explicitly connects the specific challenges and affordances of integrated assessments for assessing multiple literacies.

  Keywords: integrated assessments combination listening speaking reading writing included assessed offer appropriate form assessment pedagogical context
• Demonstrating Quality Outcomes in Learning and Teaching: Examining ‘Best practice’ in the Use of Criterion-referenced Assessment (2007) · doi

  Yet the usefulness of assessment criteria is potentially undermined by issues such as vagueness, confusion over the relationship between criteria and standards, a lack of consensus over the interpretation of criteria within teaching teams and disciplines and the challenge of articulating desirable qualities for assessment tasks that require complex, higher order thinking.

  Keywords: criteria assessment usefulness potentially undermined issues vagueness confusion relationship standards lack consensus interpretation within teaching
• Assessment literacy of foundation phase teachers: An exploratory study (2015) · doi

  It also calls for additional research on a conceptualisation of assessment literacy that is relevant to South African teachers, and for determining the impact of concepts and practices advocated in the national assessment and curriculum policies on teachers’ use of assessment to address the learning needs of all learners across schools in the different quintile categories.

  Keywords: assessment teachers calls additional conceptualisation literacy relevant south african determining impact concepts practices advocated national
• PREDICTIVE POTENCY OF TEACHERS’ ASSESSMENT PRACTICES ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN NSUKKA EDUCATION ZONE, ENUGU STATE, NIGERIA (2026) · doi

  Further Research: Future studies should explore the predictive power of assessment practices across other subjects, different educational zones, and varied student populations to generalize the findings and provide additional insights into effective assessment strategies.

  Keywords: assessment further future explore predictive power practices across subjects different educational zones varied student populations