The Relationship Between Curriculum-Based Measures in Written Expression and Quality and Completeness of Expository Writing for Middle School Students

Autor/inn/en	Espin,Christine A; de La Paz, Susan; Scierka, Barbara J; Roelofs, Lisa
Titel	The Relationship Between Curriculum-Based Measures in Written Expression and Quality and Completeness of Expository Writing for Middle School Students
Quelle	In: Journal of Special Education, 38 (2005) 4, S.208-217 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
Schlagwörter	Middle School Students; Essays; Validity; Expository Writing; Curriculum Based Assessment + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Essay; Aufsatzunterricht; Gültigkeit
Abstract	This study extended the work on curriculum-based measurement to examine the criterion-related validity of curriculum-based measures in written expression for middle school students, the differences in validity coefficients for various lengths of text, and the sensitivity of curriculum-based measures to change in student performance. Curriculum-based measures were the number of correct word sequences (CWS) and correct minus incorrect word sequences (CIWS) written in expository essays. Criterion measures were the number of functional elements in and quality ratings of student essays. Results revealed a strong relationship between curriculum-based and criterion measures. (Author).
Anmerkungen	PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, Texas 78757-6897. Tel: 800-897-3202 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10