Title

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

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.