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Remedial and Special Education
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Article

Curriculum-Based Measures of Writing for High School Students

Barbara Diercks-Gransee, EdS1, Jacalyn Wright Weissenburger, PhD2*, Cindy L. Johnson, MEPD3, and Paul Christensen, MSEd4

1 Area Education Agency 267, Cedar Falls, Iowa
2 University of Wisconsin–Stout
3 Memorial High School, Eau Claire, Wisconsin
4 Mahtomedi High School, Mahtomedi, Minnesota

* To whom correspondence should be addressed. E-mail: weissenburgerj{at}uwstout.edu.


  Abstract
The purpose of this study was to determine whether technically adequate curriculum-based measures of writing could be identified for use with high school students. The participants included 10th-grade general and special education students from two public school districts in Wisconsin. Students (n = 82) completed two narrative writing samples in response to story starters, and samples were scored for four alternative curriculum-based measures: incorrect word sequences (ICWS), correct punctuation marks (CPM), adverbs (ADV), and adjectives (ADJ). Results revealed moderately strong alternate-form reliability and criterion-related validity coefficients for ICWS. Although CPM was found to be reliable, the criterion-related validity evidence varied according to the type of criterion measure. Other findings indicated that ICWS and CPM cut scores may have utility for specific screening purposes. The curriculum-based measures of ADJ and ADV, however, were not found to have the technical adequacy needed for predictive purposes.

First published on September 23, 2008, doi:10.1177/0741932508324398

Remedial and Special Education 2009;30:360.

A more recent version of this article appeared on November 1, 2009

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