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The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field - this handbook focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide.

Education --- Curriculum-based assessment. --- Curricula.

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Curriculum-based assessment --- Education, Secondary --- General certificate of education examination (Great Britain) --- Curricula --- Evaluation

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This book provides a comprehensive overview of fluency as a construct and its assessment in the context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition, reading, and mathematics, the book parses the vagueness and complexities surrounding fluency concepts and their resulting impact on testing, intervention, and students' educational development. Applications of this knowledge in screening and testing, ideas for creating more targeted measures, and advanced methods for studying fluency data demonstrate the overall salience of fluency within CBM. Throughout, contributors argue for greater specificity and nuance in isolating skills to be measured and improved, and for terminology that reflects those educational benchmarks. Included in the coverage: Indicators of fluent writing in beginning writers. Fluency in language acquisition, reading, and mathematics. Foundations of fluency-based assessments in behavioral and psychometric paradigms. Using response time and accuracy data to inform the measurement of fluency. Using individual growth curves to model reading fluency. Latent class analysis for reading fluency research. The Fluency Construct: Curriculum-Based Measurement Concepts and Applications is an essential resource for researchers, graduate students, and professionals in clinical child and school psychology, language and literature, applied linguistics, special education, neuropsychology, and social work.

Curriculum-based assessment. --- Philology & Linguistics --- Languages & Literatures --- Fluency (Language learning) --- Reading --- Oral reading. --- Ability testing. --- Reading, Oral --- Reading aloud --- Reading out loud --- Literacy testing --- Assessment, Curriculum-based --- CBA (Educational test) --- Elocution --- Criterion-referenced tests --- Language and languages --- Study and teaching --- Developmental psychology. --- Language and languages. --- Applied linguistics. --- Educational psychology. --- Psychology, clinical. --- Social work. --- Child and School Psychology. --- Language Education. --- Applied Linguistics. --- Educational Psychology. --- Neuropsychology. --- Social Work. --- Linguistics --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Development (Psychology) --- Developmental psychobiology --- Psychology --- Life cycle, Human --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services --- Education --- Psychology, Educational --- Child psychology --- Child psychology. --- School psychology. --- Language and education. --- Education—Psychology. --- Neurophysiology --- Psychophysiology --- Educational linguistics --- Psychology, School --- Psychology, Applied --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Child development --- Developmental psychology