Abstract The purpose of this study was to investigate evidence of reliability, criterion validity, and grade-level differences of curriculum-based measures of writing (CBM-W) with 612 students in grades 1–3. Four scoring procedures (words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences) were used with two CBM-W tasks (picture–word and story prompt) during fall, winter, and spring of one academic year. A subsample of participants (n = 244) were given a criterion measure in spring of the academic year. Pearson’s r coefficients were calculated to determine evidence of alternate form reliability and criterion validity, and a MANOVA was used to detect significant growth within and across grade levels. Results indicated that scores on both CBM-W tasks had adequate reliability and validity coefficients in grades 2–3 and mixed results in grade 1. Significant growth was detected within and across all grades at each time point on each task. Implications for research and practice are discussed.

中文翻译：

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1-3 年级写作中基于课程的措施的技术充分性

摘要 本研究的目的是调查 612 名 1-3 年级学生的基于课程的写作测量 (CBM-W) 的可靠性、标准效度和年级差异的证据。在一个学年的秋季、冬季和春季，对两个 CBM-W 任务（图片-单词和故事提示）使用了四种评分程序（书写的单词、拼写正确的单词、正确的单词序列和正确减去错误的单词序列）。参与者的子样本（n = 244）在学年春季接受了标准测量。计算 Pearson 的 r 系数以确定替代形式可靠性和标准有效性的证据，并使用多元方差分析来检测年级内和年级之间的显着增长。结果表明，两个 CBM-W 任务的分数在 2-3 年级都有足够的信度和效度系数，而在 1 年级时则是混合结果。在每个任务的每个时间点，所有年级内和跨年级都检测到显着增长。讨论了对研究和实践的影响。