A special education teacher is looking to recommend instructional strategies for a fifth-grade student with a learning disability in mathematics. Which of the following assessments would be the most appropriate?

A curriculum-based assessment is the most appropriate choice for recommending instructional strategies for a fifth-grade student with a learning disability in mathematics. This type of assessment is designed to evaluate a student's progress in relation to specific learning goals and curriculum standards. It allows the teacher to gather data on the student’s performance in real-time with tasks that mirror the curriculum being taught. This approach provides insight into the student's strengths and weaknesses in mathematics, enabling the teacher to tailor instructional strategies that align with the student's educational needs.

Additionally, curriculum-based assessments are typically ongoing and can be adapted to reflect changes in the student's abilities over time, making them particularly useful for developing individualized educational programs (IEPs). In comparison, standardized tests may not account for the context of the student's learning environment or provide the specific, actionable information needed for effective strategy development. Informal assessments based solely on classroom participation may lack the rigor needed to accurately assess mathematical understanding. A teacher-made quiz focused on memorization of math facts may not provide a comprehensive assessment of the student's skills or learning difficulties, particularly if the underlying issue includes conceptual understanding rather than rote memorization.