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Examining the Technical Adequacy of Progress Monitoring Using Early Writing Curriculum-Based Measures

The purpose of this study was to examine 4 early writing measures used to monitor the early writing progress of 1st-grade students. We administered the measures to 23 1st-grade students biweekly for a total of 16 weeks. We obtained 3-min samples and conducted analyses for each 1-min increment. We scored samples using 2 different methods: correct sequences and correct-minus-incorrect sequences. Delayed alternate-forms reliability was strong for the 3-min increment. We established concurrent criterion validity using the Test of Early Written Language–2 as well as teacher ratings of writing proficiency. We analyzed growth using hierarchical linear modeling, which suggested that all 4 measures were sensitive to biweekly growth. We discuss the results in terms of technical adequacy, utility of the measures, and the ability of the measures to serve as indicators of progress in early writing skills.