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In this study , we examined the criterion - related validity of curriculum - based measures in written expression for students at the secondary level. Participants were 147 students in the 10th grade. Relations between the curriculum - based writing measures and other measures of student performance in written expression (performance on standardized achievement tests , English grades, program placement, and independent ratings of writing quality) were examined. Results revealed that a combination of measures was better than any single measure for predicting students' general performance in written expression. Three measures added to the prediction of students' general writing proficiency: the number of characters per word, the number of sentences written, and the mean length of correct word sequences. The feasibility and sustainability of implementing curriculum - based measurement at the secondary level are discussed.
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