Technical Features of Curriculum-Based Measures for Beginning Writers

McMaster, Kristen L.; Xiaoqing Du; Pétursdóttir, Anna-Lind
January 2009
Journal of Learning Disabilities;Jan/Feb2009, Vol. 42 Issue 1, p41
Academic Journal
The purpose of the two studies reported in this article was to examine technical features of curriculum-based measures for beginning writers. In Study 1, 50 first graders responded to word copying, sentence copying, and story prompts. In Study 2, 50 additional first graders responded to letter, picture-word, picture-theme, and photo prompts. In both studies, 3- to 5-minute prompts were administered in winter and spring and scored using a variety of quantitative procedures. Students were also administered the Test of Written Language-Third Edition, and teacher ratings and scores on a district rubric for writing were collected. Test-retest (Study 1 only) and alternate-form reliability, criterion validity, and winter-to-spring growth were examined for each measure. Sentence-copying, story, picture-word, and photo prompts emerged as promising beginning-writing measures. Findings have implications for monitoring student progress within a seamless and flexible system across ages and skill levels.


Related Articles

  • Assessing the Assessment Movement. Buhl, A. J. // Education Digest;Oct1978, Vol. 44 Issue 2, p23 

    This article discusses key issues and developments related to the concept of assessment and evaluation in education. The basic function of assessment is to describe what presently exists without passing judgment, unlike evaluation, which determines merit or worth and so requires value systems....

  • The Nation's Report Card: Writing 2002.  // Peer Review;Fall2003, Vol. 6 Issue 1, p34 

    Cites the National Assessment of Educational Progres' study on the writing performance of twelfth-graders in the U.S. for 2002. Percentage of twelfth-graders with advanced, proficient and basic achievement level; Comparison of performance between male and female students.

  • Tawdry Tests and AYP. Popham, W. James // Educational Leadership;Oct2004, Vol. 62 Issue 2, p85 

    Focuses on the adequate yearly progress that public school students in the U.S. have to make. Observation on the entire structure of the No Child Left Behind Act; Information on the appropriate test that is capable of accurately identifying annual improvements in students' achievement; Actions...

  • Early Identification of Learning Disabilities. Ferinden, Jr., William E.; Jacobson, Sherman // Journal of Learning Disabilities;Nov1970, Vol. 3 Issue 11, p589 

    Sixty-seven kindergarten children were screened for potential learning disabilities. Test profiles indicated that teachers' observations were useful (80%) in the selection of potential learning problems. The Wide Range Achievement Test and the Evanston Early Identification Scale were found to be...

  • A Comparison of the Wide Range Achievement Test and the Peabody Individual Achievement Test for Educationally Handicapped Children. Miller, William H. // Journal of Learning Disabilities;Jan1979, Vol. 12 Issue 1 

    Compares the Peabody Individual Achievement Test (PIAT) and the Wide Range Achievement Test (WRAT) on two dimensions, content and information processing. Testing on educationally-handicapped children; Ease of administration and usefulness in general screening of WRAT; Absence of measure of...

  • Educational Underachievement: Toward a Defensible Psychometric Definition. McLeod, John // Journal of Learning Disabilities;May1979, Vol. 12 Issue 5, p42 

    Studies the role of the distribution of test scores in the estimation of underachievement. Feasibility of the production of a quantitative definition of educational underachievement; Need for rational guidelines for the initial identification of children who are learning disabled.

  • Transfer of Training. Wharry, R. R.; Kirkpatrick, S. W.; Stokes, K. D. // Adapted Physical Activity Quarterly;Oct1988, Vol. 5 Issue 4, p273 

    This article discusses a test utilizing children with learning disabilities to see if gross motor training would transfer to academic skills. Children were given an academic test both before and after motor training lessons to weigh the results of both. The conclusion of the study suggests that...

  • Report Finds Connecticut High School Test A Strong Predictor of College Success. Olson, Lynn // Education Week;2/8/2006, Vol. 25 Issue 22, p21 

    The article presents a study based on high school students' academic performance in Connecticut's state test. The study suggests that students performance in the test is a strong predictor of their future success in college. The study examined the relationship between seven measures of success...

  • How Does Entrance Exam Have Influence on Educational Success of Doctoral Medical Students in Basic Science Grade? kakoei, Shahla; Haghdoost, Ali-Akbar; pourdamghani, Nasim; Kakooei, Sina; mostafavi, Mahshid sadat; kavei, Behrouz // Future of Medical Education Journal;Jun2014, Vol. 4 Issue 2, p41 

    Background: Considering the importance of entering doctoral students to universities with hard competition, in order to detect the predictive power of entrance exam grade in educational achievement in early years, we attempted to investigate the efficacy of entrance exam with basic scientific...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics