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Technical Features of Curriculum-Based Measurement in Writing: A Literature Review
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McMaster, Kristen; Espin, Christine – Journal of Special Education, 2007
This article reviews research examining technical features of curriculum-based measurement (CBM) in written expression. Twenty-eight technical reports and published articles are included in this review. Studies examining the development and technical adequacy of measures of written expression are summarized, beginning with research conducted at…
Descriptors: Scoring, Learning Disabilities, Curriculum Based Assessment, Writing Instruction
Identifying Indicators of Written Expression Proficiency for Middle School Students.
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Espin, Christine; Shin, Jongho; Deno, Stanley L.; Skare, Stacy; Robinson, Steven; Benner, Barb – Journal of Special Education, 2000
A study examined the reliability and validity of curriculum-based measurement indicators in written expression for 112 middle school students. The most reliable and valid predictor of student writing proficiency as measured by both teacher ratings and a district writing test was correct minus incorrect word sequences. (Contains references.)…
Descriptors: Curriculum Based Assessment, Evaluation Methods, Middle School Students, Middle Schools
Technical Adequacy of the Maze Task for Curriculum-based Measurement of Reading Growth.
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Shin, Jongho; Deno, Stanley L.; Espin, Christine – Journal of Special Education, 2000
A study examined the technical adequacy of curriculum-based measurement for assessing growth in 43 second-graders whose reading performance was measured monthly over the school year with the maze task. Results showed that the maze task had good alternate-form reliability, sensitively reflected improvement of student performance, and revealed…
Descriptors: Curriculum Based Assessment, Elementary Education, Evaluation Methods, Grade 2