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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 0000-0002-1316-0228), Brandes, Dana, Shin, Jaehyun, Lembke, Erica S., McMaster, Kristen L.
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
FullText Text:
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  Data: Technical Adequacy of Curriculum-Based Measures in Writing in Grades 1-3
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  Data: <searchLink fieldCode="AR" term="%22Allen%2C+Abigail+A%2E%22">Allen, Abigail A.</searchLink><br /><searchLink fieldCode="AR" term="%22Jung%2C+Pyung-Gang%22">Jung, Pyung-Gang</searchLink><br /><searchLink fieldCode="AR" term="%22Poch%2C+Apryl+L%2E%22">Poch, Apryl L.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1316-0228">0000-0002-1316-0228</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brandes%2C+Dana%22">Brandes, Dana</searchLink><br /><searchLink fieldCode="AR" term="%22Shin%2C+Jaehyun%22">Shin, Jaehyun</searchLink><br /><searchLink fieldCode="AR" term="%22Lembke%2C+Erica+S%2E%22">Lembke, Erica S.</searchLink><br /><searchLink fieldCode="AR" term="%22McMaster%2C+Kristen+L%2E%22">McMaster, Kristen L.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing+Quarterly%22"><i>Reading & Writing Quarterly</i></searchLink>. 2020 36(6):563-587.
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  Data: 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
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  Data: 25
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Curriculum+Based+Assessment%22">Curriculum Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Tests%22">Writing Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring%22">Scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink>
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  Data: 10.1080/10573569.2019.1689211
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  Data: 1057-3569
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  Data: 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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  Data: 2020
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  Data: EJ1271094
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      – SubjectFull: Grade 1
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