The Relationship Among Measures of Written Expression Using Curriculum-Based Measurement and the Arizona Instrument to Measure Skills (AIMS) at the Middle School Level

Authors

Francesca Lopez, Marquette UniversityFollow
Sandra S. Thompson, Vail Unified School District

Document Type

Article

Language

eng

Format of Original

24 p.

Publication Date

1-2011

Publisher

Taylor & Francis (Routledge)

Source Publication

Reading & Writing Quarterly

Source ISSN

1057-3569

Abstract

The authors examined the predictor–criterion relationship between measures of written expression using spring curriculum-based measures (W-CBM) and the spring administration of the state-mandated high-stakes test the Arizona Instrument to Measure Standards (AIMS) in writing. Students (N = 83) in Grades 6, 7, and 8 wrote expressive narratives for 3 min that were scored according to the number of correct word sequences. There was a moderate effect for W-CBM scores in predicting AIMS writing for both 7th and 8th grades, but the effect for 6th grade was negligible. Also examined for each grade level were contingency tables for W-CBM cut scores associated with a minimum passing score on AIMS. The authors present implications for classroom use and suggestions for future research.

Comments

Reading & Writing Quarterly, Vol. 27, No. 1-2 (January 2010): 129-152. DOI.

Recommended Citation

Lopez, Francesca and Thompson, Sandra S., "The Relationship Among Measures of Written Expression Using Curriculum-Based Measurement and the Arizona Instrument to Measure Skills (AIMS) at the Middle School Level" (2011). College of Education Faculty Research and Publications. 155.
https://epublications.marquette.edu/edu_fac/155