The consultant who is interested in helping teachers adopt curriculum-based assessment (CBA) techniques should consider the process of innovation in schools for guidance. Since some of the basic assumptions of CBA run counter to school culture, it is important for the consultant to consider various aspects of school culture and its regularities. Finally, the consultant should examine four stages in developing a model program: creating a need, supporting change, implementing a guided practice sequence, and allowing for adaptation.
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Rosenfield et al. (1985) studied this question.
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