This study provides significant advances in the understanding and utility of writing assessment for progress monitoring writing instruction. We explored the validity of a new writing tool that asks students in Grades 3 through 8 to read and respond to informational passages. The written response is then scored for writing fluency. Results indicated that students’ writing fluency facilitated their writing quality and predicted 70% to 95% of the variance in writing achievement among students in middle school and 31% of the variance in Grade 3. To further validate the use of passages in progress monitoring, we used a rigorous method (latent variable equating) to remove the measurement error due to different passages. Considerations for instructional decisions based on writing assessment, as well as limitations of the study, are discussed.

中文翻译：

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扩大中学书面表达中基于课程的测量

这项研究为进度监控写作指导的写作评估的理解和实用性提供了重要的进展。我们探索了一种新的写作工具的有效性，该工具要求3至8年级的学生阅读并回应信息文章。然后对书面回答的写作流利程度进行评分。结果表明，学生的写作流利度提高了他们的写作质量，并预测了中学生的写作成绩变化的70％至95％，三年级的学生的写作变化的31％。为进一步验证进度监控在过程中的运用，我们使用了严格的方法（潜在变量等式）来消除由于通道不同而引起的测量误差。讨论了基于写作评估的教学决策注意事项以及研究的局限性。