School-Based Evidence for the Validity of Curriculum-Based Measurement of Reading and Writing

Abstract

Research has shown curriculum-based measurement (CBM) to be valid and reliable for a number of assessment purposes. This study provides school-based evidence of CBM validity for screening and placement purposes. CBM oral reading fluency and written expression scores for 465 students in Grades 6 and 7 were compared with their year-end English and social studies marks received in Grades 8, 9, and 10. Correlation and regression analyses provided evidence of the predictive validity of CBM scores as indicators of academic performance. Discriminant analysis procedures demonstrated the ability of CBM to differentiate between student groups of various proficiency levels. Overall, our findings supported the inclusion of CBM scores, particularly oral reading fluency, in the assessment information used to make special education screening and placement decisions.