The technical adequacy of curriculum-based writing measures with English learners

Heather Campbell, Christine Espin, Kristen McMaster

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

The purpose of this study was to examine the validity and reliability of Curriculum-Based Measures in writing for English learners. Participants were 36 high school English learners with moderate to high levels of English language proficiency. Predictor variables were type of writing prompt (picture, narrative, and expository), time (3, 5, and 7 min), and scoring procedure (words written, words spelled correctly, correct word sequences, correct minus incorrect word sequences). Criterion variables were teacher ratings of writing performance and student performance on the Test of Written Language-III, the writing subtest of the Test of Emerging Academic English, and the Minnesota state writing test. Results supported the validity and reliability of a 5 to 7-min writing sample written in response to a narrative or picture prompt and scored for percent of correct word sequences, correct minus incorrect word sequences, or words written plus correct minus incorrect word sequences.

Original languageEnglish (US)
Pages (from-to)431-452
Number of pages22
JournalReading and Writing
Volume26
Issue number3
DOIs
StatePublished - Mar 2013

Keywords

  • Assessment
  • CBM
  • Curriculum-based measurement
  • English as a second language
  • English language learners
  • Secondary school
  • Writing

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