Evaluating Validity and Bias for Hand-Calculated and Automated Written Expression Curriculum-Based Measurement Scores

Autor/inn/en	Matta, Michael; Mercer, Sterett H.; Keller-Margulis, Milena A.
Titel	Evaluating Validity and Bias for Hand-Calculated and Automated Written Expression Curriculum-Based Measurement Scores
Quelle	(2022), (40 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matta, Michael) ORCID (Mercer, Sterett H.) ORCID (Keller-Margulis, Milena A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Writing Evaluation; Writing Tests; Predictive Validity; Formative Evaluation; Curriculum Based Assessment; Computer Assisted Testing; Scores; Test Bias; Elementary School Students; African American Students; Hispanic American Students; Accuracy; Texas + Suchen Sie Ihr Suchwort? Writing test; Schreibtest; Testkritik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Written expression curriculum-based measurement (WE-CBM) is a formative assessment approach for screening and progress monitoring. To extend evaluation of WE-CBM, we compared hand-calculated and automated scoring approaches in relation to the number of screening samples needed per student for valid scores, the long-term predictive validity and diagnostic accuracy of scores, and predictive and diagnostic bias for underrepresented student groups. Second- to fifth-grade students (n = 609) completed five WE-CBM tasks during one academic year and a standardised writing test in fourth and seventh grade. Averaging WE-CBM scores across multiple samples improved validity. Complex hand-calculated metrics and automated tools outperformed simpler metrics for the long-term prediction of writing performance. No evidence of bias was observed between African American and Hispanic students. The study will illustrate the absence of test bias as necessary condition for fair and equitable screening procedures and the importance of future research to include comparisons with majority groups. [This paper was published in "Assessment in Education: Principles, Policy & Practice" v29 n2 p200-218 2022.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01