Predictive Validity of Writing Curriculum-Based Measurement for Students in General Education and Special Education

• In Event: Poster Session 18
  In Poster Session: Current Issues and Topics in Special Education

Abstract

Curriculum-based measurement (CBM) can be useful to identify students who are struggling in a particular subject area. This poster will present the results of a study that examined the predictive validity of several writing CBM metrics for general education and special education teacher ratings of student writing skills and student performance on a state-wide English Language Arts end-of-year assessment. Implications for using CBM to identify those who need additional instruction in written expression will be shared.

Author

• Stacy L. Weiss, Indiana University