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Comparing the technical adequacy of ...

Weissenburger, Jacalyn Wright.

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Comparing the technical adequacy of curriculum-based measures in written expression across grade levels.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Comparing the technical adequacy of curriculum-based measures in written expression across grade levels./
作者:	Weissenburger, Jacalyn Wright.
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-01, Section: A, page: 0069.
Contained By:	Dissertation Abstracts International64-01A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3078031
ISBN:	0493985603

Comparing the technical adequacy of curriculum-based measures in written expression across grade levels.
Weissenburger, Jacalyn Wright.

Comparing the technical adequacy of curriculum-based measures in written expression across grade levels. - 123 p.

Source: Dissertation Abstracts International, Volume: 64-01, Section: A, page: 0069.

Thesis (Ph.D.)--University of Minnesota, 2003.

The purpose of this study was to compare the technical adequacy of curriculum-based measures in written expression for students across diverse grade levels. Participants included 4th-, 8th-, and 10th-grade students from three public school districts in Wisconsin. The students (n = 484) completed two narrative writing samples in response to story starters.

ISBN: 0493985603Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Comparing the technical adequacy of curriculum-based measures in written expression across grade levels.
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245 1 0 $a Comparing the technical adequacy of curriculum-based measures in written expression across grade levels.
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500 $a Source: Dissertation Abstracts International, Volume: 64-01, Section: A, page: 0069.
500 $a Adviser: Christine Ann Espin.
502 $a Thesis (Ph.D.)--University of Minnesota, 2003.
520 $a The purpose of this study was to compare the technical adequacy of curriculum-based measures in written expression for students across diverse grade levels. Participants included 4th-, 8th-, and 10th-grade students from three public school districts in Wisconsin. The students (n = 484) completed two narrative writing samples in response to story starters.
520 $a To investigate the alternate-form reliability of the curriculum-based measures, correlational analyses were conducted between nine curriculum-based measurement scores from the two writing samples. Differences in the alternate-form reliability coefficients were examined across grade levels. Further, to determine the criterion-related validity of the measures, correlation coefficients were computed between the curriculum-based measurement scores and the scores from a high stakes achievement battery, the Wisconsin Knowledge and Concepts Examination (CTB MacMillan/McGraw-Hill, 1993; CTB/McGraw-Hill, 1996). The criterion-related validity coefficients were examined to determine any differences between the coefficients according to grade level.
520 $a The findings revealed moderate to strong alternate-form reliability coefficients (r = .55 to .84, p < .001) and variable criterion-related validity coefficients (r = .04 to .68) for the curriculum-based measures. Significant differences in the technical adequacy of the curriculum-based measures by grade level were found. Correct word sequences (CWS) and correct minus incorrect word sequences (CWS-ICWS) were most strongly correlated (r = .49 to .68, p < .001) with the criterion scores at the 4th- and 8th-grade levels. The concurrent validity evidence did not support the use of any curriculum-based measure for students at the 10 th-grade level.
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