TY - JOUR
T1 - Technical features of curriculum-based measurement in writing
T2 - A literature review
AU - McMaster, Kristen L
AU - Espin, Christine
PY - 2007
Y1 - 2007
N2 - This article reviews research examining technical features of curriculum-based measurement (CBM) in written expression. Twenty-eight technical reports and published articles are included in this review. Studies examining the development and technical adequacy of measures of written expression are summarized, beginning with research conducted at the Institute for Research on Learning Disabilities at the University of Minnesota and followed by extensions of this work. Differences in technical features of writing tasks, sample durations, and scoring procedures employed within and across elementary and secondary levels are highlighted. Gaps in research addressing the technical adequacy of CBM in written expression are identified, and implications for future research and practice are discussed.
AB - This article reviews research examining technical features of curriculum-based measurement (CBM) in written expression. Twenty-eight technical reports and published articles are included in this review. Studies examining the development and technical adequacy of measures of written expression are summarized, beginning with research conducted at the Institute for Research on Learning Disabilities at the University of Minnesota and followed by extensions of this work. Differences in technical features of writing tasks, sample durations, and scoring procedures employed within and across elementary and secondary levels are highlighted. Gaps in research addressing the technical adequacy of CBM in written expression are identified, and implications for future research and practice are discussed.
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U2 - 10.1177/00224669070410020301
DO - 10.1177/00224669070410020301
M3 - Article
AN - SCOPUS:34548825711
VL - 41
SP - 68
EP - 84
JO - Journal of Special Education
JF - Journal of Special Education
SN - 0022-4669
IS - 2
ER -