The relationship among measures of written expression using curriculum-based measurement and the arizona instrument to measure skills (AIMS) at the middle school level

Francesca A Lopez, Sandra S. Thompson

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)129-152
Number of pages24
JournalReading and Writing Quarterly
Volume27
Issue number1
DOIs
StatePublished - Jan 2011
Externally publishedYes

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school grade
curriculum
contingency
narrative
classroom
present
student

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

Cite this

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