The Relationship Among Measures of Written Expression Using Curriculum-Based Measurement and the Arizona Instrument to Measure Skills (AIMS) at the Middle School Level
Format of Original
Taylor & Francis (Routledge)
Reading & Writing Quarterly
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.
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.
Reading & Writing Quarterly, Vol. 27, No. 1-2 (January 2010): 129-152. DOI.