A Preliminary Investigation of Racial Bias in Early Writing Curriculum-Based Measures

Autor/in	Kondisko, Joseph E.
Titel	A Preliminary Investigation of Racial Bias in Early Writing Curriculum-Based Measures
Quelle	(2017), (171 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilkes University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-2473-8
Schlagwörter	Hochschulschrift; Dissertation; Racial Bias; Emergent Literacy; Curriculum Based Assessment; Outcome Based Education; Task Analysis; Prompting; Writing Tests; Verbal Communication; Sentences; Grade 1; Grade 2; Grade 3; Performance Based Assessment; Error Analysis (Language); Scoring Formulas; Test Format; Socioeconomic Status; English Language Learners; English (Second Language); Prior Learning; Predictor Variables + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Racial discrimination; Rassismus; Frühleseunterricht; Lernerfolgsmessung; Aufgabenanalyse; Benutzerführung; Writing test; Schreibtest; Sentence analysis; Satzanalyse; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Leistungsermittlung; Error analysis; Language; Fehleranalyse; Scoring rubrics; Auswertungsbogen; Testentwicklung; Socio-economic status; Sozioökonomischer Status; English as second language; English; Second Language; Englisch als Zweitsprache; Vorkenntnisse; Prädiktor
Abstract	Using de-identified data, this study investigated the relationship between racial categories with curriculum-based early writing measures (CBM-W), which included word dictation, picture word sentence writing, and story prompt tasks for over 300 participants in Grades 1, 2, and 3. Words written, words spelled correctly, correct letter sequences, incorrect letter sequences, and correct-minus-incorrect letter sequences were scoring procedures used to measure student performance in the data set. A one-way ANOVA tested for significant relationships between racial categories across all assessments, test forms, and scoring procedures. Fisher's LSD was applied post hoc for further examination of significant relationships reported from the ANOVA. Overall, findings from this preliminary investigation into racial bias of CBM-W, revealed nonsignificant relationships between racial categories. However, further investigation regarding socioeconomic status, English as a second language (ESL) learners, and background knowledge variables is necessary. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01