Technical Adequacy of Curriculum-Based Measures in Writing in Grades 1-3
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| Title: | Technical Adequacy of Curriculum-Based Measures in Writing in Grades 1-3 |
|---|---|
| Language: | English |
| Authors: | Allen, Abigail A., Jung, Pyung-Gang, Poch, Apryl L. (ORCID |
| Source: | Reading & Writing Quarterly. 2020 36(6):563-587. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education Grade 2 Grade 3 |
| Descriptors: | Curriculum Based Assessment, Writing Tests, Test Reliability, Test Validity, Grade 1, Grade 2, Grade 3, Elementary School Students, Scoring, Differences |
| DOI: | 10.1080/10573569.2019.1689211 |
| ISSN: | 1057-3569 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1271094 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 1057-3569 |
| DOI: | 10.1080/10573569.2019.1689211 |
