Abstract:

Curriculum-Based Measurement (CBM) is an alternative approach to screen and monitor students’ fluency in reading, writing, maths, and content area within the curriculum. Although CBM for reading at the elementary school level has been extensively researched, researchers still report a small number of studies about Curriculum-Based Measurement for writing (CBM-W) with secondary school students. The objective of this review is to provide an overview and determine the extent of research that has been conducted in recent years about the technical features, validity, and reliability of CBM-W for screening purposes with secondary education students from 7th grade and above. Online databases Scopus and citation chasing were used to identify papers published in peer-reviewed journals from January 2008 to May 2021. The research returned eleven (11) contemporary studies that met the criteria. Ten (10) of them examined exclusively the validity and the reliability of CBM-W measures. Students from grades 7th through 12th were included across the studies. The participants’ language learner status was not reported in all the eleven studies and most of them included students from both regular and special education classes. A remarkable variety of CBM-W measures, scoring indices, criterion measures, and administration timeframes was detected from study to study. Interscorer agreement and interscorer reliability were reported to be strong, alternate-form reliability ranged from medium to large and criterion validity ranged from weak to moderately strong. In conclusion, it was obvious from the findings of this overview that the research for CBM-W at the secondary level is still limited and the researchers asked for more studies to determine the technical adequacy of CBM-W when used at the secondary school level.

Keywords:

Curriculum-Based Measurement, writing, secondary education.