The Criterion-Related Validity of Curriculum-based Measurement in Written____ (Title) Expression Across Educational Levels___________________________________
Year: 2002
Type: article
Abstract: Curriculum-based measurement (CBM) is gaining popularity as an effective system for evaluating the acquisition of basic academic skills (reading, writing, math, and spelling) within our nation’s schools. There is currently a wealth of information available on the psychometric properties of CBM in reading; however, more technical information needs to be gathered on the remaining basic skill areas that CBM purports to assess. This research project reviewed of the relevant literature on the criterion-related validity of CBM in written expression at the elementary, middle, and high school levels. The results of past research indicate three main findings. First, these measures appropriately differentiate elementary and middle school students according to age, grade, and program placement. Second, the most technically adequate CBM measure of written expression varies considerably across educational levels. Finally, although there is evidence that CBM is technically adequate for elementary and middle school students, greater confidence can be held in CBM measures at the elementary level.
Author: Sara Marie Spears
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7036887444