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ERIC Number: EJ1271094
Record Type: Journal
Publication Date: 2020
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
Technical Adequacy of Curriculum-Based Measures in Writing in Grades 1-3
Allen, Abigail A.; Jung, Pyung-Gang; Poch, Apryl L.; Brandes, Dana; Shin, Jaehyun; Lembke, Erica S.; McMaster, Kristen L.
Reading & Writing Quarterly, v36 n6 p563-587 2020
The purpose of this study was to investigate evidence of reliability, criterion validity, and grade-level differences of curriculum-based measures of writing (CBM-W) with 612 students in grades 1-3. Four scoring procedures (words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences) were used with two CBM-W tasks (picture-word and story prompt) during fall, winter, and spring of one academic year. A subsample of participants (n=244) were given a criterion measure in spring of the academic year. Pearson's r coefficients were calculated to determine evidence of alternate form reliability and criterion validity, and a MANOVA was used to detect significant growth within and across grade levels. Results indicated that scores on both CBM-W tasks had adequate reliability and validity coefficients in grades 2-3 and mixed results in grade 1. Significant growth was detected within and across all grades at each time point on each task. Implications for research and practice are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A