TY - JOUR
T1 - Curriculum-based measurement in writing
T2 - Predicting the success of high-school students on state standards tests
AU - Espin, Christine
AU - Wallace, Teri
AU - Campbell, Heather
AU - Lembke, Erica S.
AU - Long, Jefprev D.
AU - Ticha, Renata
PY - 2008
Y1 - 2008
N2 - We examined the technical adequacy of writing progress measures as indicators of success on state standards tests. Tenth-grade students wrote for 10 min, marking their samples at 3, 5, and 7 min. Samples were scored for words written, words spelled correctly, and correct and correct minus incorrect word sequences. The number of correct minus incorrect word sequences written in 7 and 10 min yielded the highest reliability and validity coefficients. Tables of Probable Success were created to illustrate the relation between scores on the progress measures and the state tests. Exploratory analyses of differences in correlations between English Language Learners (ELL) and non-ELL students revealed a similar pattern of results for the 2 groups, but correlations were stronger for ELL students than for non-ELL students.
AB - We examined the technical adequacy of writing progress measures as indicators of success on state standards tests. Tenth-grade students wrote for 10 min, marking their samples at 3, 5, and 7 min. Samples were scored for words written, words spelled correctly, and correct and correct minus incorrect word sequences. The number of correct minus incorrect word sequences written in 7 and 10 min yielded the highest reliability and validity coefficients. Tables of Probable Success were created to illustrate the relation between scores on the progress measures and the state tests. Exploratory analyses of differences in correlations between English Language Learners (ELL) and non-ELL students revealed a similar pattern of results for the 2 groups, but correlations were stronger for ELL students than for non-ELL students.
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U2 - 10.1177/001440290807400203
DO - 10.1177/001440290807400203
M3 - Article
AN - SCOPUS:38349068925
SN - 0014-4029
VL - 74
SP - 174
EP - 193
JO - Exceptional children
JF - Exceptional children
IS - 2
ER -