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Direct linkMichael Matta; Sterett H. Mercer; Milena A. Keller-Margulis – Grantee Submission, 2022
Written expression curriculum-based measurement (WE-CBM) is a formative assessment approach for screening and progress monitoring. To extend evaluation of WE-CBM, we compared hand-calculated and automated scoring approaches in relation to the number of screening samples needed per student for valid scores, the long-term predictive validity and…
Descriptors: Writing Evaluation, Writing Tests, Predictive Validity, Formative Evaluation
Michael Matta; Sterett H. Mercer; Milena A. Keller-Margulis – Assessment in Education: Principles, Policy & Practice, 2022
Written expression curriculum-based measurement (WE-CBM) is a formative assessment approach for screening and progress monitoring. To extend evaluation of WE-CBM, we compared hand-calculated and automated scoring approaches in relation to the number of screening samples needed per student for valid scores, the long-term predictive validity and…
Descriptors: Writing Evaluation, Writing Tests, Predictive Validity, Formative Evaluation
Sterett H. Mercer; Joanna E. Cannon – Grantee Submission, 2022
We evaluated the validity of an automated approach to learning progress assessment (aLPA) for English written expression. Participants (n = 105) were students in Grades 2-12 who had parent-identified learning difficulties and received academic tutoring through a community-based organization. Participants completed narrative writing samples in the…
Descriptors: Elementary School Students, Secondary School Students, Learning Problems, Learning Disabilities
