This Article Full Text (OnlineFirst PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Amato, J. M. Articles by Watkins, M. W. Search for Related Content PubMed Articles by Amato, J. M. Articles by Watkins, M. W. Social Bookmarking                         What's this?

The Predictive Validity of CBM Writing Indices for Eighth-Grade Students

^* To whom correspondence should be addressed. E-mail: jamato{at}cresskillboe.k12.nj.us.

	Abstract

Curriculum-based measurement (CBM) is an alternative to traditional assessment techniques. Technical work has begun to identify CBM writing indices that are psychometrically sound for monitoring older students’ writing proficiency. This study examined the predictive validity of CBM writing indices in a sample of 447 eighth-grade students. Regression analyses revealed that simple fluency measures were not adequate for assessing secondary students’ writing. A more complex fluency measure, the number of correct punctuation marks, and an accuracy-based measure, the percentage of correct word sequences, were the best predictors of a written expression test for eighth-grade students. However, overall results of the current study provided only limited support for the use of CBM to assess writing skill at the secondary level.

First published on March 27, 2009
The Journal of Special Education 2009, doi:10.1177/0022466909333516


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?