The present study explored the relationship between experimental design method and teacher-rated acceptability of two analog approaches for assessing academic skills problems. A total of 619 general elementary education teachers were assigned to either (a) a between-subjects group design condition (n=418) in which they evaluated the acceptability of one of two psychoeducational assessment case summaries or (b) a within-subjects group design condition (n = 201) in which they rated the acceptability of both case summaries. Comparisons between the acceptability ratings of the curriculum-based assessment and published norm-referenced test protocols across design conditions suggested that the magnitude of differences increased when the within-subjects group design condition was employed. In addition, curriculum-based assessment was consistently rated as a more acceptable method of assessment than published, norm-referenced tests. Results are discussed in relation to the influence of design method and the acceptability of psychoeducational assessment methods.
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Eckert et al. (1999) studied this question.
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