Extending Curriculum-Based Assessment to Early Writing

Autor/inn/en	Parker, David C.; Burns, Matthew K.; McMaster, Kristen L.; Shapiro, Edward S.
Titel	Extending Curriculum-Based Assessment to Early Writing
Quelle	In: Learning Disabilities Research & Practice, 27 (2012) 1, S.33-43 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2011.00348.x
Schlagwörter	Intervention; Writing Evaluation; Writing Research; Curriculum Based Assessment; Writing Tests; Writing Skills; Disabilities; Emergent Literacy; Beginning Writing; Models; Teaching Methods; Relevance (Education); Instructional Innovation; Instructional Design; Performance Factors; Barriers; Change Strategies; Educational Change + Suchen Sie Ihr Suchwort? Schreibforschung; Writing test; Schreibtest; Writing skill; Schreibfertigkeit; Handicap; Behinderung; Frühleseunterricht; Erstschreibunterricht; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Educational Innovation; Bildungsinnovation; Lesson concept; Lessonplan; Unterrichtsentwurf; Leistungsindikator; Lösungsstrategie; Bildungsreform
Abstract	Early writing interventions can help students develop the writing skills they need to experience positive educational and postsecondary outcomes, but effective intervention requires instructionally relevant assessment data. Shapiro's curriculum-based assessment (CBA) model integrates related yet distinct CBA approaches into a model that informs intervention. Extending this model to early writing poses challenges only recently addressed by research. On the basis of a review of relevant early writing research, this article outlines an instructionally relevant assessment model for early writing. Within the proposed model, the instructional hierarchy is suggested to directly connect early writing assessment with intervention. A discussion of potential limitations as well as future directions for research is included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10