The authors examined the predictor-criterion relationship between measures of written expression using spring curriculum-based measures (W-CBM) and the spring administration of the statemandated high-stakes test the Arizona Instrument to Measure Standards (AIMS) in writing. Students (N1/483) in Grades 6, 7, and 8 wrote expressive narratives for 3 min that were scored according to the number of correct word sequences. There was a moderate effect for W-CBM scores in predicting AIMS writing for both 7th and 8th grades, but the effect for 6th grade was negligible. Also examined for each grade level were contingency tables for W-CBM cut scores associated with a minimum passing score on AIMS. The authors present implications for classroom use and suggestions for future research.
ASJC Scopus subject areas
- Linguistics and Language