Author ORCID Identifier
Document Type
Article
Publication Date
8-16-2017
Publication Title
Learning Disability Quarterly
Volume
41
Issue
2
First Page
85
Last Page
99
Abstract
This manuscript describes two empirical studies of alternative scoring procedures used with curriculum-based measurement in writing (CBM-W). Study 1 explored the technical adequacy of a trait-based rubric in first grade. Study 2 explored the technical adequacy of a trait-based rubric, production-dependent, and production-independent scores in third grade. Results of Study 1 suggest that the rubric holds promise as a valid measure of sentence writing ability in first grade and has utility as a supplemental scoring procedure when using CBM-W as a screening tool. Results of Study 2 show that correct word sequences maintained the highest correlation coefficients across time with the trait-based rubric, but the other scoring procedures might offer promise as reliable alternative scoring methods. However, high internal correlations among the text features of the rubric along with highly variable interrater reliability suggest that caution must be taken in interpreting results.
Recommended Citation
Allen, A. A., Poch, A. L., & Lembke, E. S. (2018). An Exploration of Alternative Scoring Methods Using Curriculum-Based Measurement in Early Writing. Learning Disability Quarterly, 41(2), 85–99. https://doi.org/10.1177/0731948717725490
Comments
This is a research publication with a fellow doctoral student from Mizzou and our doctoral advisor. This manuscript resulted from two smaller studies that Abby Allen and I completed as doctoral students, utilizing data from a screening study during Year 1 of our work on an IES Goal 2 project. (Poch, A.L.).
This is an Accepted Manuscript of an article published by Sage in Learning Disability Quarterly in [August 16, 2017], available online: https://doi.org/10.1177/0731948717725490
Reuse restricted to noncommercial and no derivative uses.