Curriculum-based measures of writing across grade levels

Journal of School Psychology

Volumn 43, Issue 2, 2005, Pages 153-169

  Weissenburger, Jacalyn Wright ^a   Espin, Christine A ^b  

^a UNIVERSITY OF WISCONSIN STOUT   (United States)

^b UNIVERSITY OF MINNESOTA   (United States)

Author keywords

Curriculum based measurement; Formative evaluation; Writing assessment; Written expression

Indexed keywords

EID: 18144424044     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2005.03.002     Document Type: Article

References (40)

1. G. Brossell & B.H. Ash An experiment with the wording of essay topics College Composition and Communication 35 1984 423-425
2. L.J. Cronbach Essentials of psychological testing 1960 Harper & Row New York
3. CTB/McGraw-Hill TerraNova 1996 Author Monterey, CA
4. CTB MacMillan/McGraw-Hill CTB writing assessment 1993 Author Monterey, CA
5. S.L. Deno Formative evaluation of individual student programs: A new role for school psychologists School Psychology Review 15 1986 358-374
6. S.L. Deno The nature and development of curriculum-based measurement Preventing School Failure 36 2 1992 5-10
7. S.L. Deno Developments in curriculum-based measurement Journal of Special Education 37 3 2003 184-193
8. S.L. Deno D. Marston & P.L. Mirkin Valid measurement procedures for continuous evaluation of written expression Exceptional Children 48 1982 368-371
9. S.L. Deno D. Marston P.L. Mirkin L. Lowry P. Sindelar & J. Jenkins The use of standard tasks to measure achievement in reading, spelling, and written expression: A normative and developmental study 1982 University of Minnesota, Institute for Research on Learning Disabilities Minneapolis (Research Report No. 87)
10. S.L. Deno P.K. Mirkin & D. Marston Relationships among simple measures of written expression and performance on standardized achievement tests 1980 University of Minnesota, Institute for Research on Learning Disabilities Minneapolis (Research Report No. 22)
11. C.A. Espin S. De La Paz B.J. Scierka & L. Roelofs The relationship between curriculum-based measures in written expression and quality and completeness of expository writing for middle school students Journal of Special Education 38 4 2005 208-217
12. C.A. Espin B.J. Scierka S. Skare & N. Halverson Criterion-related validity of curriculum-based measures in writing for secondary students Reading and Writing Quarterly 15 1 1999 23-28
13. C.A. Espin J. Shin S.L. Deno S. Skare S. Robinson & B. Benner Identifying indicators of written expression proficiency for middle school students The Journal of Special Education 34 3 2000 140-153
14. C.A. Espin & G. Tindal Curriculum-based measurement for secondary students In M.R. Shinn (Eds.) Advanced applications of curriculum-based measurement 1998 Guilford Press New York pp. 214-253
15. R.A. Fisher On the probable error of a coefficient of correlation deduced from a small sample Metron 1 1921 3-32
16. L.S. Fuchs & D. Fuchs Effects of systematic formative evaluation on student achievement: A meta-analysis Exceptional Children 53 1986 199-208
17. L.S. Fuchs D. Fuchs & C.L. Hamlett Effects of instrumental use of curriculum-based measurement to enhance instructional programs Remedial and Special Education 10 2 1989 43-52
18. L.S. Fuchs D. Fuchs C.L. Hamlett & R.M. Allinder The contribution of skill analysis to curriculum-based measurement in spelling Exceptional Children 57 1991 443-452
19. L.S. Fuchs D. Fuchs C.L. Hamlett & P.M. Stecker The role of skills analysis in curriculum-based measurement in math School Psychology Review 19 1990 6-22
20. R.H. Good & G. Jefferson Contemporary perspectives on curriculum-based measurement validity In M.R. Shinn (Ed.) Advanced applications of curriculum-based measurement 1998 Guilford Press New York pp. 61-89
21. S.C. Hayes R.O. Nelson & R.B. Jarrett The treatment utility of assessment: A functional approach to evaluating assessment quality American Psychologist 42 11 1987 963-974
22. D.C. Howell Statistical methods for psychology 4th ed. 1997 Wadsworth Publishing Belmont, CA
23. Marston, D. (1982). The technical adequacy of direct, repeated measurement of academic skills in low-achieving elementary students. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
24. D. Marston L. Lowry S.L. Deno & P. Mirkin An analysis of learning trends in simple measures of reading, spelling, and written expression: A longitudinal study 1981 University of Minnesota, Institute for Research on Learning Disabilities Minneapolis (Research Report No. 49)
25. National Association of School Psychologists Learning disabilities criteria: Recommendations for change in IDEA reauthorization NASP Communique 30 6 2003, March (Retrieved March 18, 2004 from: http://www.nasponline.org/publications/cq306ldinsert.html)
26. National Center for Education Statistics National assessment of educational progress 2002 Retrieved August 4, 2004 from: http://nces.ed.gov/nationsreportcard/writing/results2002/
27. R. Parker G. Tindal & J. Hasbrouck Countable indices of writing quality: Their suitability for screening-eligibility decisions Exceptionality 2 1991 1-17
28. E.S. Quellmalz F. Capell & C.P. Chou Effects of discourse and response mode on the measurement of writing competence Journal of Educational Measurement 19 1982 241-258
29. Rosen, H. (1969). An investigation of the effects of differential writing assignments on the performance in English composition of a selected group of 15- to 16-year-old pupils. Unpublished doctoral dissertation, University of London.
30. Shinn, M. R. (1981). A comparison of psychometric and functional differences between students labeled learning disabled and low achieving. Unpublished doctoral dissertation, Minneapolis: University of Minnesota.
31. M.R. Shinn & S. Bamonto Advanced applications of curriculum-based measurement: "Big ideas" and avoiding confusion In M.R. Shinn (Ed.) Advanced applications of curriculum-based measurement 1998 Guilford Press New York pp. 1-28
32. M.R. Shinn & D. Marston Differentiating mildly handicapped, low-achieving and regular education students: A curriculum-based approach Remedial and Special Education 6 1985 31-45
33. W.L. Smith G.A. Hull R.E. Land M.T. Moore C. Ball D.E. Dunham et al. Some effects of varying the structure of a topic on college students' writing Written Communication 2 1985 73-89
34. G. Tindal G. Germann & S.L. Deno Descriptive research on the Pine County norms: A compilation of findings 1983 University of Minnesota, Institute for Research on Learning Disabilities Minneapolis (Research Report No. 132)
35. G. Tindal D. Marston & S.L. Deno The reliability of direct and repeated measurement 1983 University of Minnesota, Institute for Research on Learning Disabilities Minneapolis (Research Report No. 109)
36. G. Tindal & R. Parker Assessment of written expression for students in compensatory and special education programs Journal of Special Education 23 1989 169-183
37. G. Tindal & R. Parker Identifying measures for evaluating written expression Learning Disabilities Research & Practice 6 1991 211-218
38. G.A. Tindal & D.B. Marston Classroom-based assessment: Evaluating instructional outcomes 1990 Merrill Publishing Company Columbus, OH
39. J. Videen S.L. Deno & D. Marston Correct word sequences: A valid indicator of writing proficiency in written expression 1982 University of Minnesota, Institute for Research on Learning Disabilities Minneapolis (Research Report No. 84)
40. J.T. Watkinson & S.W. Lee Curriculum-based measures of written expression for learning-disabilities and nondisabled students Psychology in the Schools 29 1992 184-191