Developmental, gender, and practical considerations in scoring curriculum-based measurement writing probes

Psychology in the Schools

Volumn 40, Issue 4, 2003, Pages 379-390

  Malecki, Christine Kerres ^a   Jewell, Jennifer ^a  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038236999     PISSN: 00333085     EISSN: None     Source Type: Journal    
DOI: 10.1002/pits.10096     Document Type: Article

References (10)

1. Deno, S.L., Marston, D., & Mirkin, P. (1982). Valid measurement procedures for continuous evaluation of written expression. Exceptional Children, 48, 368-371.
2. Deno, S.L., Mirkin, P.K., & Marston, D. (1980). Relationships among simple measures of written expression and performance on standardized achievement tests (Rep. No. 22). Minneapolis, Minnesota.
3. Espin, C., Shin, J., Deno, S.L., Skare, S., Robinson, S., & Benner, B. (2000). Identifying indicators of written expression proficiency for middle school students. Journal of Special Education, 34, 140-153.
4. Fuchs, L.S., & Fuchs, D. (1997). Use of curriculum-based measurement in identifying students with disabilities. Focus on Exceptional Children, 30, 1-16.
5. Jewell, J., & Malecki, C.K. (2003). The utility of CBM written language indices: An investigation of production-dependent, production-independent, and accurate-production scores. Manuscript submitted for publication.
6. Marston, D., & Deno, S. (1981). The reliability of simple, direct measures of written expression (Rep. No. 50). Minneapolis, Minnesota.
7. Shinn, M.T. (1995). Identifying and defining academic problems: CBM screening and eligibility procedures. In M.R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 90-129). New York, NY: Guilford Press.
8. Tindal, G., & Parker, R. (1989). Assessment of written expression for students in compensatory and special education programs. The Journal of Special Education, 23, 169-183.
9. Videen, J., Deno, S., & Marston, D. (1982). Correct word sequences: A valid indicator of proficiency in written expression (Rep. No. 84). Minneapolis, Minnesota.
10. Watkinson, J.T., & Lee, S.W. (1992). Curriculum-based measures of written expression for learning-disabled and nondisabled students. Psychology in the Schools, 29, 184-191.