Validity of automated text evaluation tools for written-expression curriculum-based measurement: a comparison study

Existing approaches to measuring writing performance are insufficient in terms of both technical adequacy as well feasibility for use a screening measure. This study examined the validity and diagnostic accuracy several automated text evaluation written expression curriculum-based measurement (WE-CBM) determine whether an approach improves adequacy. A sample 140 fourth grade students generated samples that were then scored using traditional relation statewide measure performance. Results indicated best performing WE-CBM metric, correct minus incorrect word sequences, scoring comparable, with offering potentially improved screening. Averaging scores across three time points was necessary, however, order achieve adequate levels approaches. Limitations, implications, directions future research regarding discussed.