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.
Descriptors: Curriculum Based Assessment, Writing Tests, Test Reliability, Test Validity, Grade 1, Grade 2, Grade 3, Elementary School Students, Scoring, Differences
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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