Generalizability theory reliability of written expression curriculum-based measurement in universal screening.

2016 ◽  
Vol 31 (3) ◽  
pp. 383-392 ◽  
Author(s):  
Milena A. Keller-Margulis ◽  
Sterett H. Mercer ◽  
Erin L. Thomas
Keyword(s):  
Universal Screening ◽  
Generalizability Theory ◽  
Written Expression ◽  
Curriculum Based Measurement

Examining the Incremental Benefits of Administering a Maze and Three Versus One Curriculum-Based Measurement Reading Probes When Conducting Universal Screening

2004 ◽  
Vol 33 (2) ◽  
pp. 218-233 ◽  
Author(s):  
Scott P. Ardoin ◽  
Joseph C. Witt ◽  
Shannon M. Suldo ◽  
James E. Connell ◽  
Jennifer L. Koenig ◽  
...  
Keyword(s):  
Universal Screening ◽  
Curriculum Based Measurement

Concurrent validity and classification accuracy of curriculum-based measurement for written expression.

2016 ◽  
Vol 31 (3) ◽  
pp. 369-382 ◽  
Author(s):  
William M. Furey ◽  
Amanda M. Marcotte ◽  
John M. Hintze ◽  
Caroline M. Shackett
Keyword(s):  
Classification Accuracy ◽  
Concurrent Validity ◽  
Written Expression ◽  
Curriculum Based Measurement

scholarly journals Validity of Automated Text Evaluation Tools for Written-Expression Curriculum-Based Measurement: A Comparison Study

2021 ◽  
Author(s):  
Milena A. Keller-Margulis ◽  
Sterett Mercer ◽  
MICHAEL MATTA
Keyword(s):  
Diagnostic Accuracy ◽  
Written Expression ◽  
Future Research ◽  
Curriculum Based Measurement ◽  
Automated Scoring ◽  
Technical Adequacy ◽  
Automated Essay Scoring ◽  
Writing Performance ◽  
Fourth Grade Students ◽  
Performance Results

Existing approaches to measuring writing performance are insufficient in terms of both technical adequacy as well as feasibility for use as a screening measure. This study examined the validity and diagnostic accuracy of several approaches to automated essay scoring as well as written expression curriculum-based measurement (WE-CBM) to determine whether an automated approach improves technical adequacy. A sample of 140 fourth grade students generated writing samples that were then scored using traditional and automated approaches and examined with the statewide measure of writing performance. Results indicated that the validity and diagnostic accuracy for the best performing WE-CBM metric, correct minus incorrect word sequences (CIWS) and the automated approaches to scoring were comparable with automated approaches offering potentially improved feasibility for use in screening. Averaging scores across three time points was necessary, however, in order to achieve improved validity and adequate levels of diagnostic accuracy across the scoring approaches. Limitations, implications, and directions for future research regarding the use of automated scoring approaches for screening are discussed.

scholarly journals Confirmatory factor analysis of Mathematics Progress Indicators (IPAM) in first-grade students

2017 ◽  
Vol 7 (1) ◽  
pp. 31-45
Author(s):  
Juan Jiménez ◽  
Sara del Cristo de León
Keyword(s):  
Universal Screening ◽  
Mathematics Learning ◽  
First Grade ◽  
Latent Structure ◽  
Elementary Grades ◽  
Curriculum Based Measurement ◽  
Factorial Structure ◽  
Magnitude Comparison ◽  
Proposed Model ◽  
Confirmatory Factor

This study analyses the factorial structure of Mathematics Progress Indicators (IPAM), by using Confirmatory Factorial Analysis (CFA) techniques. For this purpose, a longitudinal study was carried out with a sample of 176 first-grade students from the Canary Islands, IPAM was administered to the study sample three times throughout the scholar year. The IPAM is a Curriculum-Based Measurement (CBM) instrument composed of three alternative or parallel measures (A, B and C) that try to measure the same latent structure (i.e., number sense). The IPAM measures were administered three times per year (i.e., fall, winter, spring). Its main objective is the universal screening and evaluation of students' mathematics learning progress in the elementary grades through the evaluation of fluency for different tasks (i.e., magnitude comparison, one-digit operations, two-digit operations, missing number, and position value). Fluency is measured by counting the number of correct answers given by the student at a given time. The results of the CFA confirm a good fit of the proposed model for the different moments of measurement.

Assessing Teacher Usability of Written Expression Curriculum-Based Measurement

2018 ◽  
Vol 45 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Anita M. Payan ◽  
Milena Keller-Margulis ◽  
Andrea B. Burridge ◽  
Samuel D. McQuillin ◽  
Kristen S. Hassett
Keyword(s):  
Test Data ◽  
Poor Performance ◽  
Written Expression ◽  
Curriculum Based Measurement ◽  
Writing Proficiency ◽  
Reading Curriculum ◽  
Students At Risk ◽  
National Test ◽  
Performance Research ◽  
Practical Implications

National test data indicate that some students do not perform well in writing, suggesting a need to identify students at risk for poor performance. Research supports Written Expression Curriculum-Based Measurement (WE-CBM) as an indicator of writing proficiency, but it is less commonly used in practice. This study examined the usability of WE-CBM compared with Reading Curriculum-Based Measurement (R-CBM). Participants included 162 teachers who were given examples of WE-CBM and R-CBM and then completed a usability measure for both curriculum-based measurement (CBM) types. Teachers not only rated WE-CBM as usable but also rated R-CBM significantly higher in usability, with no significant differences in acceptability. Practical implications that may inform modifications to WE-CBM are discussed.

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