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A Comparison of CBM-WE Scoring Metrics and Progress Monitoring Frequency among Second-Grade Students
Peer reviewed
Direct linkHier, Bridget O.; January, Stacy-Ann A.; Van Norman, Ethan R. – School Psychology Review, 2020
This study examined the effect of progress monitoring frequency and scoring metric on curriculum-based measurement of written expression (CBM-WE) progress monitoring estimates. The writing progress of 116 second-grade students receiving a classwide writing fluency intervention in their general education classrooms was monitored across 13 weeks…
Descriptors: Curriculum Based Assessment, Writing Tests, Progress Monitoring, Grade 2
Allen, Abigail A.; Jung, Pyung-Gang; Poch, Apryl L.; Brandes, Dana; Shin, Jaehyun; Lembke, Erica S.; McMaster, Kristen L. – Reading & Writing Quarterly, 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…
Descriptors: Curriculum Based Assessment, Writing Tests, Test Reliability, Test Validity
Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy – Journal of Educational Psychology, 2015
We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the…
Descriptors: Writing (Composition), Gender Differences, Curriculum Based Assessment, Scoring
Download full textKim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy – Grantee Submission, 2015
We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the…
Descriptors: Writing (Composition), Gender Differences, Curriculum Based Assessment, Scoring
