Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by McMaster, K.
Right arrow Articles by Espin, C.
Right arrow Search for Related Content
PubMed
Right arrow Articles by McMaster, K.
Right arrow Articles by Espin, C.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Technical Features of Curriculum-Based Measurement in Writing

A Literature Review

Kristen McMaster

University of Minnesota, mcmas004{at}umn.edu

Christine Espin

University of Minnesota

This article reviews research examining technical features of curriculum-based measurement (CBM) in written expression. Twenty-eight technical reports and published articles are included in this review. Studies examining the development and technical adequacy of measures of written expression are summarized, beginning with research conducted at the Institute for Research on Learning Disabilities at the University of Minnesota and followed by extensions of this work. Differences in technical features of writing tasks, sample durations, and scoring procedures employed within and across elementary and secondary levels are highlighted. Gaps in research addressing the technical adequacy of CBM in written expression are identified, and implications for future research and practice are discussed.

The Journal of Special Education, Vol. 41, No. 2, 68-84 (2007)
DOI: 10.1177/00224669070410020301
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Remedial and Special EducationHome page
B. Diercks-Gransee, J. W. Weissenburger, C. L. Johnson, and P. Christensen
Curriculum-Based Measures of Writing for High School Students
Remedial and Special Education, November 1, 2009; 30(6): 360 - 371.
[Abstract] [PDF]

Home page
 J Deaf Stud Deaf EducHome page
S.-F. Cheng and S. Rose
Investigating the Technical Adequacy of Curriculum-Based Measurement in Written Expression for Students Who Are Deaf or Hard of Hearing
J. Deaf Stud. Deaf Educ., October 1, 2009; 14(4): 503 - 515.
[Abstract] [Full Text] [PDF]

Home page
 Assessment for Effective InterventionHome page
E. A. Polloway
Written Language Assessment: Introduction to the Special Series
Assessment for Effective Intervention, June 1, 2009; 34(3): 132 - 133.
[PDF]

Home page
 J Learn DisabilHome page
K. L. McMaster, Xiaoqing Du, and A.-L. Petursdottir
Technical Features of Curriculum-Based Measures for Beginning Writers
J Learn Disabil, January 1, 2009; 42(1): 41 - 60.
[Abstract] [PDF]

Home page
 Communication Disorders QuarterlyHome page
J. Tilstra and K. McMaster
Productivity, Fluency, and Grammaticality Measures From Narratives: Potential Indicators of Language Proficiency?
Communication Disorders Quarterly, November 1, 2007; 29(1): 43 - 53.
[Abstract] [PDF]