NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ825083
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0279-6015
New and Existing Curriculum-Based Writing Measures: Technical Features within and across Grades
McMaster, Kristen L.; Campbell, Heather
School Psychology Review, v37 n4 p550-566 2008
The purpose of this study was to examine technical features of new and existing curriculum-based measures of written expression in terms of writing task, duration, and scoring procedures. Twenty-five third-, 43 fifth-, and 55 seventh-graders completed passage-copying tasks in 1.5 min and picture, narrative, and expository writing prompts in 3-7 min. Samples were scored quantitatively. Measures that yielded sufficient alternate-form reliability were examined to determine which had sufficient criterion validity, and those with sufficient criterion validity were examined to determine which detected growth from fall to spring. Different types of tasks yielded varying levels of technical adequacy at each grade, with longer durations having stronger technical adequacy for older students and more complex scoring procedures having stronger technical adequacy for all students. Narrative writing appeared most promising in terms of its technical adequacy across grades. Implications for monitoring progress within and across grades are discussed. (Contains 5 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Grade 5; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A