Which type of information is generally the most useful in making instructional decisions for a student with a disability?

Curriculum-based assessment is particularly valuable for making instructional decisions for a student with a disability because it focuses on the student's actual performance in the instructional setting. This type of assessment is conducted using materials and tasks that the student is currently learning, allowing educators to see how well the student is grasping the content and skills being taught. By continuously measuring progress and identifying specific areas where the student may need additional support, curriculum-based assessments provide real-time insights that are directly relevant to planning effective instruction tailored to the student's unique needs.

Standardized test scores, while useful for assessing overall academic achievement in comparison to peers, may not reflect a student's day-to-day performance or the specific skills being targeted in the classroom. They typically provide a snapshot of a student's abilities at a single point in time rather than ongoing performance data.

The category of the disability can offer some context about a student's challenges, but it does not provide actionable information regarding their current performance or learning needs.

Parental observations certainly contribute valuable insights into a student's behavior and learning in everyday contexts, but they may lack the structured assessment component needed for making precise instructional decisions. Thus, while all these types of information can be helpful, curriculum-based assessment stands out as the most effective tool for guiding instruction for students with disabilities