Abstract
Compared to other content areas, there is a dearth of research examining curriculum-based measurement of writing (CBM-W). This study conducted a conceptual replication examining the reliability, stability, and sensitivity to growth of slopes produced from CBM-W. Eighty-nine (N = 89) eighth-grade students responded to one CBM-W probe weekly for 11 weeks. Probes were scored using four different CBM-W scoring procedures: words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences. We found limited evidence for reliability and stability of these slopes. Further, the slopes were not sensitive to growth, as defined as a slope significantly greater than zero. We recommend caution when using CBM-W to progress monitor eighth-grade students. Future research should examine the same technical features with a sample of students who are low-performing or at-risk for writing failure.
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