Curriculum-based measurement in written expression at the secondary level

Abstract

The use of curriculum-based measurement (CBM) in written expression is becoming more common in today’s schools; however, there is a need for more information pertaining to the technical adequacy of these measures at the secondary level. As a result, this research project examined the current literature related to CBM in written expression. The results of the literature review suggest that indicators of writing performance at the elementary level are not the most appropriate indicators of writing performance at the secondary level, and emerging evidence indicates the need for more complex measures for middle and high school students.