An Exploration of Alternative Scoring Methods Using Curriculum-Based Measurement in Early Writing
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-dep...
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| Veröffentlicht in: | Learning disability quarterly 2018-05, Vol.41 (2), p.85-99 |
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| container_title | Learning disability quarterly |
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| creator | Allen, Abigail A. Poch, Apryl L. Lembke, Erica S. |
| description | 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. |
| doi_str_mv | 10.1177/0731948717725490 |
| format | Article |
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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.</description><subject>Achievement Gains</subject><subject>Achievement Tests</subject><subject>Alternative Assessment</subject><subject>Criterion Referenced Tests</subject><subject>Cues</subject><subject>Curricula</subject><subject>Curriculum Based Assessment</subject><subject>Early Childhood Education</subject><subject>Elementary education</subject><subject>Emergent Literacy</subject><subject>Grade 1</subject><subject>Grade 2</subject><subject>Grade 3</subject><subject>Learning disabilities</subject><subject>Scoring</subject><subject>Scoring Rubrics</subject><subject>Statistical Analysis</subject><subject>Studies</subject><subject>Test Reliability</subject><subject>Writing</subject><subject>Writing ability</subject><subject>Writing Evaluation</subject><issn>0731-9487</issn><issn>2168-376X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNqFUE1PwzAMjRBIjMGdC1IkzoV8tE1zHNPGh4Y4wAS3Kk3d0alrRpIi9u9JVTQkLvhiW-_52X4InVNyRakQ10RwKuNMhJolsSQHaMRomkVcpG-HaNTDUY8foxPn1iQEl2yE1KTFs69tY6zytWmxqfCk8WDb0H4CftbG1u0KP4J_N6XDS9d3087aWndNt4lulIMywMp1FjbQelwHQWWbHX61tQ_sU3RUqcbB2U8eo-V89jK9ixZPt_fTySLSPOE-KgjQhAjNOVNZrHUGoWDAaElUVaThWoCiJFUiCUm1jkVSSaEJpAoKzSDmY3Q56G6t-ejA-XxtuvBH43JGghUspYkMLDKwtDXOWajyra03yu5ySvLeyPyvkWHkYhiB8PSePnsI7FiyfnE04E6t4Hfp_3pr543dC7JUxCyTnH8DYQCGYw</recordid><startdate>20180501</startdate><enddate>20180501</enddate><creator>Allen, Abigail A.</creator><creator>Poch, Apryl L.</creator><creator>Lembke, Erica S.</creator><general>Sage Publications, Inc</general><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><scope>NAPCQ</scope></search><sort><creationdate>20180501</creationdate><title>An Exploration of Alternative Scoring Methods Using Curriculum-Based Measurement in Early Writing</title><author>Allen, Abigail A. ; Poch, Apryl L. ; Lembke, Erica S.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c353t-b0e1507c332a84cc8e32a2e21d0afb6039eebd0f59006cc475f97c0e6aebc2e43</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Achievement Gains</topic><topic>Achievement Tests</topic><topic>Alternative Assessment</topic><topic>Criterion Referenced Tests</topic><topic>Cues</topic><topic>Curricula</topic><topic>Curriculum Based Assessment</topic><topic>Early Childhood Education</topic><topic>Elementary education</topic><topic>Emergent Literacy</topic><topic>Grade 1</topic><topic>Grade 2</topic><topic>Grade 3</topic><topic>Learning disabilities</topic><topic>Scoring</topic><topic>Scoring Rubrics</topic><topic>Statistical Analysis</topic><topic>Studies</topic><topic>Test Reliability</topic><topic>Writing</topic><topic>Writing ability</topic><topic>Writing Evaluation</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Allen, Abigail A.</creatorcontrib><creatorcontrib>Poch, Apryl L.</creatorcontrib><creatorcontrib>Lembke, Erica S.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Docstoc</collection><collection>Nursing & Allied Health Premium</collection><jtitle>Learning disability quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Allen, Abigail A.</au><au>Poch, Apryl L.</au><au>Lembke, Erica S.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1174924</ericid><atitle>An Exploration of Alternative Scoring Methods Using Curriculum-Based Measurement in Early Writing</atitle><jtitle>Learning disability quarterly</jtitle><date>2018-05-01</date><risdate>2018</risdate><volume>41</volume><issue>2</issue><spage>85</spage><epage>99</epage><pages>85-99</pages><issn>0731-9487</issn><eissn>2168-376X</eissn><abstract>This manuscript describes two empirical studies of alternative scoring procedures used with curriculum-based measurement in writing (CBM-W). 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| identifier | ISSN: 0731-9487 |
| ispartof | Learning disability quarterly, 2018-05, Vol.41 (2), p.85-99 |
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| language | eng |
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| source | Jstor Complete Legacy; Education Source; SAGE Complete |
| subjects | Achievement Gains Achievement Tests Alternative Assessment Criterion Referenced Tests Cues Curricula Curriculum Based Assessment Early Childhood Education Elementary education Emergent Literacy Grade 1 Grade 2 Grade 3 Learning disabilities Scoring Scoring Rubrics Statistical Analysis Studies Test Reliability Writing Writing ability Writing Evaluation |
| title | An Exploration of Alternative Scoring Methods Using Curriculum-Based Measurement in Early Writing |
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