Publication Date


Document Type


First Advisor

Malecki, Christine K.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Psychology


Curriculum-based assessment--Illinois; Writing--Illinois--Testing


This dissertation investigated the utility of curriculum-based measurement (CBM) writing indices to monitor student progress and serve as an academic intervention. The participants were 257 third-, fifth-, and eighth-grade students from regular and special education. These students were divided into three experimental groups which received CBM writing probes at the beginning and end of the 12-week study (control group), on a weekly basis (weekly group), or on a daily basis (daily group). Students' writing samples were scored using production-dependent (Total Words Written, Words Spelled Correctly, and Correct Writing Sequences), production-independent (Percentage of Words Spelled Correctly and Percentage of Correct Writing Sequences), and accurate-production (Correct Minus Incorrect Writing Sequences) CBM indices, and an analytic scoring system. Students' scores on the writing portion of the Illinois Standards Achievement Test were also recorded. The data were used to answer four primary research questions. First, of the various CBM written expression scoring indices, which measures were most appropriate for students of different ages? Second, did more frequent administration of CBM writing probes affect students' writing skills? Third, did the use of CBM written language probes have a differential effect on the writing achievement of students of different educational classification or gender? Fourth, what was the relationship between students' scores on the CBM indices and the ISAT? This dissertation found that the production-independent scoring measures were not sensitive to student gains; however, the production-dependent and accurate-production scoring measures were equally as capable of monitoring increases in students' scores over time. The results of the present study indicated that the students who generated more frequent writing samples generally did not have higher scores than the control students at the end of study. The present study also found that over time, students in special education had similar rates of gain on the CBM scoring indices as students in regular education. Additionally, it was found that girls had significantly higher scores on the majority of CBM indices and the ISAT Total Writing subtest than boys. Finally, the present study revealed a strong relationship between students' scores on the various CBM scoring indices and on the ISAT Total Writing subtest.


Includes bibliographical references (pages [132-134])


x, 154 pages




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