000			01709nam a22002777a 4500
008			120905t20082011c ||||| |||| 00| 0 eng d
022			_a0022-4669
082			_221 _a050/Am15
085			_aAI 050/Am15
085			_221 _aAI 050/Am15
100			_aAmato, Janelle M.
245			_aThe predictive validity of CBM writing indices for eighth-grade students /
246			_aThe Journal of Special Education.
300			_a(3 tables)
362			_avol. 44, no. 4 (February 2011) : 195-204.
520			_aCurriculum-based measurement (CBM) is an alternative to traditional assessment techniques. Technical work has begun to identify CBM writing indices that are psychometrically sound for monitoring older students' writing proficiency. This study examined the predictive validity of CBM writing indices in a sample of 447eighth-grade students. Regression analyses revealed that simple fluency measures were not adequate for assessing secondary students' writing. A more complex fluency measure, the number of correct punctuation marks, and an accuracy-based measure, the percentage of correct word sequences, were the best predictors of a written expression test for eighth-grade students. However, overall results of the current study provided only limited support for the use of CBM to assess writing skill at the secondary level. _b(3 tables)
521			_aCAS
650			_aCURRICULUM-BASED MEASUREMENT.
650			_aSECONDARY STUDENTS.
650			_aWRITING ASSESSMENTS.
650			_aWRITTEN EXPRESSION.
700			_qMarley W. Watkins.
942			_2ddc _cPER
999			_c20927 _d20927
040			_cLearning Resource Center