Title

The relationship among measures of written expression using curriculum-based measurement and the Arizona Instrument to Measure Standards at the middle school level

Document Type

Article

Publication Date

1-2011

Source Publication

Reading & Writing Quarterly

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, Volume 27, Issue 1-2, pp 129-152 (2010). DOI: 10.1080/10573561003769640