ABSTRACT
In this article, we review methods of writing assessment, focusing specifically on a method designed for special education: curriculum-based measurement. At the elementary and middle school levels, valid and reliable indicators of performance have been identified. At the high school level, research is sparse and has not yet supported the validity and reliability of the measures. More research is needed on the development of measures at the high school level, on the technical adequacy of the measures as growth indicators, and on the effects of implementation of the measures as they relate to teacher instruction and student performance.
