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| Autor/inn/en | Poch, Apryl L.; Allen, Abigail A.; Lembke, Erica S. |
|---|---|
| Titel | Scoring Measures of Word Dictation Curriculum-Based Measurement in Writing: Effects of Incremental Administration |
| Quelle | In: Psychology in the Schools, 56 (2019) 5, S.702-723 (22 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Poch, Apryl L.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.22220 |
| Schlagwörter | Spelling; Achievement Tests; Curriculum Based Assessment; Scoring; Verbal Communication; Writing Evaluation; Intervals; Elementary School Students; Primary Education; Test Validity; Wechsler Individual Achievement Test |
| Abstract | Spelling has been identified as a key transcription skill that emerges during the elementary years as students learn how to write and subsequently develop fluency with writing, making the assessment of spelling a critical component of evaluation systems within schools. This includes the use of curriculum-based measures of writing (CBM-W). This study examined the extent to which word dictation CBM-W administered during the Fall, Winter, and Spring of an academic year maintained technical adequacy across 1-min time intervals in grades 1-3. Results revealed moderate predictive and concurrent validity estimates with the Spelling subtest of the Weschler Individual Achievement Test-III. Statistically significant differences existed between and within grade levels across each minute of administration and across Fall, Winter, and Spring time points for all scoring procedures. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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