Abstract
Gickling's model of curriculum-based assessment (CBA) has been linked to problem identification and intervention development and is used in several school consultation approaches. This article uses Ellis's (2001) three levels of research criteria to examine the use of CBA in a school consultation model. Aside from the need for more psychometric data, available research has consistently supported the theoretical soundness and demonstrated the effectiveness of CBA. However, there is evidence that CBA lacks widespread and consistent implementation. Areas for future research and implications for practice are included.
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