Abstract

Compared to other content areas, there is a dearth of research examining curriculum-based measurement of writing (CBM-W). This study conducted a conceptual replication examining the reliability, stability, and sensitivity to growth of slopes produced from CBM-W. Eighty-nine (N = 89) eighth-grade students responded to one CBM-W probe weekly for 11 weeks. Probes were scored using four different CBM-W scoring procedures: words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences. We found limited evidence for reliability and stability of these slopes. Further, the slopes were not sensitive to growth, as defined as a slope significantly greater than zero. We recommend caution when using CBM-W to progress monitor eighth-grade students. Future research should examine the same technical features with a sample of students who are low-performing or at-risk for writing failure.

摘要

与其他内容领域相比，缺乏基于课程的写作测量 (CBM-W) 的研究。本研究进行了概念复制，检验了 CBM-W 生产的边坡的可靠性、稳定性和敏感性。八十九（N = 89) 八年级学生每周回应一次 CBM-W 调查，持续 11 周。使用四种不同的 CBM-W 评分程序对探针进行评分：书写的单词、正确拼写的单词、正确的单词序列和正确减去不正确的单词序列。我们发现这些斜坡的可靠性和稳定性的证据有限。此外，斜率对增长不敏感，定义为斜率显着大于零。我们建议在使用 CBM-W 来监控八年级学生的进度时要谨慎。未来的研究应该以表现不佳或有写作失败风险的学生为样本来检验相同的技术特征。