ERIC Number: EJ1094122
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Examining the Technical Adequacy of Progress Monitoring Using Early Writing Curriculum-Based Measures
Hampton, David D.; Lembke, Erica S.
Reading & Writing Quarterly, v32 n4 p336-352 2016
The purpose of this study was to examine 4 early writing measures used to monitor the early writing progress of 1st-grade students. We administered the measures to 23 1st-grade students biweekly for a total of 16 weeks. We obtained 3-min samples and conducted analyses for each 1-min increment. We scored samples using 2 different methods: correct sequences and correct-minus-incorrect sequences. Delayed alternate-forms reliability was strong for the 3-min increment. We established concurrent criterion validity using the Test of Early Written Language-2 as well as teacher ratings of writing proficiency. We analyzed growth using hierarchical linear modeling, which suggested that all 4 measures were sensitive to biweekly growth. We discuss the results in terms of technical adequacy, utility of the measures, and the ability of the measures to serve as indicators of progress in early writing skills.
Descriptors: Progress Monitoring, Curriculum Based Assessment, Writing Tests, Outcome Measures, Grade 1, Evaluation Methods, Pacing, Hierarchical Linear Modeling, Test Reliability, Test Validity, Timed Tests, Achievement Gains, Scoring Rubrics, Item Analysis, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A