Exploration of New Complexity Metrics for Curriculum-Based Measures of Writing

Kyle Wagner; Alex Smith; Abigail Allen; Kristen McMaster; Apryl Poch; Erica Lembke

doi:10.1177/1534508418773448

Exploration of New Complexity Metrics for Curriculum-Based Measures of Writing

Kyle Wagner, Alex Smith, Abigail Allen, Kristen McMaster, Apryl Poch, Erica Lembke

Educational Psychology

Research output: Contribution to journal › Article › peer-review

6 Scopus citations

Abstract

Researchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response (CWSR) and words written per response (WWR) were compared with the current standard metric of correct word sequences (CWS). Linear regression analyses indicated that CWSR predicted scores on standardized norm-referenced criterion measures in more samples than did WWR or CWS. Future studies should explore the capacity of CWSR and WWR to show growth over time, stability, diagnostic accuracy, and utility for instructional decision making.

Original language	English (US)
Pages (from-to)	256-266
Number of pages	11
Journal	Assessment for Effective Intervention
Volume	44
Issue number	4
DOIs	https://doi.org/10.1177/1534508418773448
State	Published - Sep 1 2019

Bibliographical note

Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported in part by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A130144 to the University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Publisher Copyright:
© Hammill Institute on Disabilities 2018.

Keywords

curriculum-based measurement
written expression

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abstract = "Researchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response (CWSR) and words written per response (WWR) were compared with the current standard metric of correct word sequences (CWS). Linear regression analyses indicated that CWSR predicted scores on standardized norm-referenced criterion measures in more samples than did WWR or CWS. Future studies should explore the capacity of CWSR and WWR to show growth over time, stability, diagnostic accuracy, and utility for instructional decision making.",

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N1 - Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported in part by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A130144 to the University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Publisher Copyright: © Hammill Institute on Disabilities 2018.

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Exploration of New Complexity Metrics for Curriculum-Based Measures of Writing

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