Abstract
This study compared the technical adequacy of curriculum-based measures in written expression across diverse grade levels. Students ( n = 484) completed two narrative writing samples in response to story starters. Samples were scored for the number of words written (TW), the number of correct word sequences (CWS), and the number of correct minus incorrect word sequences (CWS-ICWS). Alternate-form reliability and criterion-related validity coefficients of the curriculum-based measures were examined to determine differences between the coefficients according to grade level. Results indicated moderate to strong alternate-form reliability coefficients and variable criterion-related validity coefficients. The data from this study support the need for curriculum-based measures of writing to become more complex as students age and become more skilled.
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