Author ORCID Identifier

Poch - https://orcid.org/0000-0002-1316-0228

Document Type

Article

Publication Date

5-28-2018

Publication Title

Assessment for Effective Intervention

Volume

44

Issue

4

First Page

256

Last Page

266

Abstract

Researchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response (CWSR) and words written per response (WWR) were compared with the current standard metric of correct word sequences (CWS). Linear regression analyses indicated that CWSR predicted scores on standardized norm-referenced criterion measures in more samples than did WWR or CWS. Future studies should explore the capacity of CWSR and WWR to show growth over time, stability, diagnostic accuracy, and utility for instructional decision making.

Comments

This publication is a collaboration between advanced doctoral candidates from the University of Minnesota and the University of Missouri that explores two new scoring indices using data that we all helped to collect during our work on an IES Goal 2 project with our respective advisors (Poch, A.L.)


This is an Accepted Manuscript of an article published by Sage in Assessment for Effective Intervention on [May 28, 2018], available online: https://doi.org/10.1177/1534508418773448

Reuse restricted to noncommercial and no derivative uses.

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