Writing Probes Assessed Using Four Curriculum-Based Scoring Procedures
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Document Type
Event
Description
Teachers and practitioners are always looking for efficient ways to gauge student writing performance for progress monitoring. AimsWeb, a progress monitoring curriculum-based measurement system developed by the University of Minnesota, includes total words written (TWW), correct word sequences (CWS), incorrect word sequences (IWS), and correct minus incorrect word sequences (CIWS; Videen, Deno, & Marston, 1991). TWW was identified as a way to quantify writing production; CWS, IWS, and CIWS are measures of writing quality. This archival study was a continuation of the choice intervention study presented at the National Association of School Psychologists Conference (Steinman & Schreiber, 2016). The data collected from 2nd and 6th grade students from Midwestern schools were analyzed to identify correlations between TWW, CWS, IWS, and CIWS on writing probes, scored according to the Rules for Scoring Correct Word Sequences by the University of Minnesota Research Institute on Progress Monitoring (2005). This study hypothesized that there would be a correlation between two or more of the measures; then further that TWW would be the most efficient in measuring writing performance. Pearson’s correlation was computed between each pair of the scoring methods and found that strong, significant correlations were found between TWW and CWS and CIWS (r= .929 and r=.760, respectively). These results suggest that scoring writing with TWW is an efficient way to obtain progress monitoring data.
Keywords
writing, CBM, curriculum-based measures, efficiency, scoring
Degree
Doctor of Psychology (PsyD)
Department
Psychology
College
Social and Behavioral Sciences
First Faculty Advisor's Name
Carlos Panahon
First Faculty Advisor's Department
Psychology
First Faculty Advisor's College
Social and Behavioral Sciences
Second Faculty Advisor's Name
Shawna Petersen-Brown
Second Faculty Advisor's Department
Psychology
Second Faculty Advisor's College
Social and Behavioral Sciences
Recommended Citation
Lundberg, A. & Riss, C. (2017, April 17). Writing Probes Assessed Using Four Curriculum-Based Scoring Procedures. Presented at the 2017 Graduate Online Symposium, Mankato, MN. http://cornerstone.lib.mnsu.edu/gos/2017/presentation/7
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Writing Probes Assessed Using Four Curriculum-Based Scoring Procedures
Teachers and practitioners are always looking for efficient ways to gauge student writing performance for progress monitoring. AimsWeb, a progress monitoring curriculum-based measurement system developed by the University of Minnesota, includes total words written (TWW), correct word sequences (CWS), incorrect word sequences (IWS), and correct minus incorrect word sequences (CIWS; Videen, Deno, & Marston, 1991). TWW was identified as a way to quantify writing production; CWS, IWS, and CIWS are measures of writing quality. This archival study was a continuation of the choice intervention study presented at the National Association of School Psychologists Conference (Steinman & Schreiber, 2016). The data collected from 2nd and 6th grade students from Midwestern schools were analyzed to identify correlations between TWW, CWS, IWS, and CIWS on writing probes, scored according to the Rules for Scoring Correct Word Sequences by the University of Minnesota Research Institute on Progress Monitoring (2005). This study hypothesized that there would be a correlation between two or more of the measures; then further that TWW would be the most efficient in measuring writing performance. Pearson’s correlation was computed between each pair of the scoring methods and found that strong, significant correlations were found between TWW and CWS and CIWS (r= .929 and r=.760, respectively). These results suggest that scoring writing with TWW is an efficient way to obtain progress monitoring data.
