@article{3a118925d30d4c3e89774aac85a3ea9a,
title = "Expanding Curriculum-Based Measurement in Written Expression for Middle School",
abstract = "This study provides significant advances in the understanding and utility of writing assessment for progress monitoring writing instruction. We explored the validity of a new writing tool that asks students in Grades 3 through 8 to read and respond to informational passages. The written response is then scored for writing fluency. Results indicated that students{\textquoteright} writing fluency facilitated their writing quality and predicted 70% to 95% of the variance in writing achievement among students in middle school and 31% of the variance in Grade 3. To further validate the use of passages in progress monitoring, we used a rigorous method (latent variable equating) to remove the measurement error due to different passages. Considerations for instructional decisions based on writing assessment, as well as limitations of the study, are discussed.",
keywords = "curriculum-based measurement, technical adequacy, writing assessment, written expression",
author = "Truckenmiller, {Adrea J.} and McKindles, {Jessica V.} and Yaacov Petscher and Eckert, {Tanya L.} and Jamie Tock",
note = "Funding Information: The authors would like to acknowledge Dr. Gary Troia for use of his writing quality measure, Greenflux LLC for the computer programming, Dr. Mei Shen for her research assistance, the participating teachers, and the research assistants who completed the scoring. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by an internal grant from the Michigan State University Institute for Research on Teaching and Learning. Funding Information: https://orcid.org/0000-0002-6101-6175 Truckenmiller Adrea J. PhD 1 McKindles Jessica V. MA 1 Petscher Yaacov PhD 2 Eckert Tanya L. PhD 3 Tock Jamie PhD 2 1 Michigan State University, East Lansing, USA 2 Florida State University, Tallahassee, USA 3 Syracuse University, NY, USA Adrea J. Truckenmiller, Michigan State University, 620 Farm Lane, Room 337, East Lansing, MI 48824, USA. E-mail: atruck@msu.edu 11 2019 0022466919887150 {\textcopyright} Hammill Institute on Disabilities 2019 2019 Hammill Institute on Disabilities This study provides significant advances in the understanding and utility of writing assessment for progress monitoring writing instruction. We explored the validity of a new writing tool that asks students in Grades 3 through 8 to read and respond to informational passages. The written response is then scored for writing fluency. Results indicated that students{\textquoteright} writing fluency facilitated their writing quality and predicted 70% to 95% of the variance in writing achievement among students in middle school and 31% of the variance in Grade 3. To further validate the use of passages in progress monitoring, we used a rigorous method (latent variable equating) to remove the measurement error due to different passages. Considerations for instructional decisions based on writing assessment, as well as limitations of the study, are discussed. curriculum-based measurement written expression writing assessment technical adequacy edited-state corrected-proof The authors would like to acknowledge Dr. Gary Troia for use of his writing quality measure, Greenflux LLC for the computer programming, Dr. Mei Shen for her research assistance, the participating teachers, and the research assistants who completed the scoring. Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by an internal grant from the Michigan State University Institute for Research on Teaching and Learning. ORCID iD Adrea J. Truckenmiller https://orcid.org/0000-0002-6101-6175 Supplemental Material Supplemental material for this article is available online. Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2019.",
year = "2020",
month = nov,
day = "1",
doi = "10.1177/0022466919887150",
language = "English (US)",
volume = "54",
pages = "133--145",
journal = "Journal of Special Education",
issn = "0022-4669",
publisher = "SAGE Publications Inc.",
number = "3",
}