Classification Accuracy of Curriculum-Based Measures for Beginning Writers in First Grade

Pyung Gang Jung, Kristen L. McMaster

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


We examined the classification accuracy of Curriculum-Based Measurement in writing (CBM-W) Picture Word prompts scored for words written (WW), words spelled correctly (WSC), and correct word sequences (CWS). First graders (n = 133) were administered CBM-W prompts and the Test of Written Language–Third Edition (TOWL-3; Hammill & Larsen, 1996). Prompts scored for WSC showed acceptable levels of sensitivity (.947) and specificity (.587) with the TOWL-3 Contextual Language. Positive predictive values were low (approximately.20 to.30), and negative predictive values were high (mostly above.95). Overall classification accuracy, represented by the area under curve (AUC), ranged from.727 to.831. Further research regarding ways to improve classification accuracy of CBM-W and preliminary implications for practice are discussed.

Original languageEnglish (US)
Pages (from-to)131-143
Number of pages13
JournalAssessment for Effective Intervention
Issue number3
StatePublished - Jun 1 2018

Bibliographical note

Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by Grant H324H030003 awarded to the Institute on Community Integration and the Department of Educational Psychology, College of Education and Human Development, at the University of Minnesota, by the Office of Special Education Programs in the U.S. Department of Education.

Publisher Copyright:
© 2017, © Hammill Institute on Disabilities 2017.


  • ROC
  • beginning writers
  • classification accuracy
  • curriculum-based measures


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