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Combining quality and curriculum-bas...

Ganzeveld, Paula.

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Combining quality and curriculum-based measurement: A suggested assessment protocol in writing.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Combining quality and curriculum-based measurement: A suggested assessment protocol in writing./
Author:	Ganzeveld, Paula.
Description:	115 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10016544
ISBN:	9781339496153

Combining quality and curriculum-based measurement: A suggested assessment protocol in writing.
Ganzeveld, Paula.

Combining quality and curriculum-based measurement: A suggested assessment protocol in writing. - 115 p.

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2015.

Curriculum-Based Measures in writing (CBM-W) assesses a variety of fluency-based components of writing. While support exists for the use of CBM measures in the area of writing, there is a need to conduct further validation studies to investigate the utility of these measures within elementary and secondary classrooms. Since only countable indices are used in CBM-W, this study explored the possibility of using an assessment that measured writing quality in conjunction with the CBM metric. To accomplish this, three pieces of data were used in this study. The CBM metrics of total words written, words spelled correctly, correct word sequences, percentage of words spelled correctly, and percentage of correct word sequences were scored from a timed writing passage that second grade students completed. Scores from the district writing assessment that classroom teachers rated using an analytic rubric that focused on quality were also analyzed. Last, a validated writing assessment, the TOWL-3, was used as the criterion measure. Using correlation and regression methods, results indicated that correct word sequences was the best predictor performance on the TOWL-3. Even though the teacher writing assessment correlated with the TOWL-3 at the significant level, adding it to the scores from the CBM-W measures did not significantly increase the validity.

ISBN: 9781339496153Subjects--Topical Terms:

516693
Special education.

Combining quality and curriculum-based measurement: A suggested assessment protocol in writing.
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100 1 $a Ganzeveld, Paula. $3 3276766
245 1 0 $a Combining quality and curriculum-based measurement: A suggested assessment protocol in writing.
300 $a 115 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Advisers: John Hosp; Suzanne Woods-Groves.
502 $a Thesis (Ph.D.)--The University of Iowa, 2015.
520 $a Curriculum-Based Measures in writing (CBM-W) assesses a variety of fluency-based components of writing. While support exists for the use of CBM measures in the area of writing, there is a need to conduct further validation studies to investigate the utility of these measures within elementary and secondary classrooms. Since only countable indices are used in CBM-W, this study explored the possibility of using an assessment that measured writing quality in conjunction with the CBM metric. To accomplish this, three pieces of data were used in this study. The CBM metrics of total words written, words spelled correctly, correct word sequences, percentage of words spelled correctly, and percentage of correct word sequences were scored from a timed writing passage that second grade students completed. Scores from the district writing assessment that classroom teachers rated using an analytic rubric that focused on quality were also analyzed. Last, a validated writing assessment, the TOWL-3, was used as the criterion measure. Using correlation and regression methods, results indicated that correct word sequences was the best predictor performance on the TOWL-3. Even though the teacher writing assessment correlated with the TOWL-3 at the significant level, adding it to the scores from the CBM-W measures did not significantly increase the validity.
590 $a School code: 0096.
650 4 $a Special education. $3 516693
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Language arts. $3 532624
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710 2 $a The University of Iowa. $b Teaching & Learning. $3 1673400
773 0 $t Dissertation Abstracts International $g 77-07A(E).
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791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10016544