Curriculum-based measures of writing across grade levels

被引：34
作者：
Weissenburger, JW
Espin, CA
机构：
[1] Univ Wisconsin, Sch Educ, Menomonie, WI 54751 USA
[2] Univ Minnesota, Minneapolis, MN USA
来源：
JOURNAL OF SCHOOL PSYCHOLOGY | 2005年 / 43卷 / 02期
关键词：
curriculum-based measurement; written expression; formative evaluation; writing assessment;
D O I：
10.1016/j.jsp.2005.03.002
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
This study compared the technical adequacy of curriculum-based measures in written expression across diverse grade levels. Students (n =484) completed two narrative writing samples in response to story starters. Samples were scored for the number of words written (TW), the number of correct word sequences (CWS), and the number of correct minus incorrect word sequences (CWS-ICWS). Alternate-form reliability and criterion-related validity coefficients of the curriculum-based measures were examined to determine differences between the coefficients according to grade level. Results indicated moderate to strong alternate-form reliability coefficients and variable criterion-related validity coefficients. The data from this study support the need for curriculum-based measures of writing to become more complex as students age and become more skilled. (c) 2005 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
引用
收藏
页码：153 / 169
页数：17
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