An examination of the criterion validity and sensitivity to brief intervention of alternate curriculum‐based measures of writing skill

Abstract

Curriculum-based measures have been validated for use in evaluating reading, mathematics, and writing skills (Marston, 1989). Despite its common use by school psychologists (Wilson & Reschly, 1996), the relationship between the Woodcock Johnson-Revised and curriculum-based measures of writing has not been evaluated. This study investigated the relationship between the Woodcock Johnson-Revised Writing Samples subtest and alternate curriculum-based measures of written expression. In addition, the sensitivity of the measures to the effects of a short group writing intervention was assessed. Forty-five third and fourth graders participated in an intervention that consisted of brainstorming ideas, presenting those ideas on a dry-erase board, and writing a complete sentence on paper with writing quality feedback before completing a CBM (curriculum-based measurement) writing passage. Numbers of words written as well as five alternate measures of writing samples were used to assess the effects of the intervention. The intervention had a positive effect on total words written. Total punctuation marks, simple sentences, and words in complete sentences emerged as the best predictors of the Woodcock JohnsonRevised Writing Samples subtest scores in regression analyses. The implications of the analyses, limitations of the study, and directions for future research are discussed.

Assessing children's writing products: the role of curriculum based measures

“…Additionally the children's productivity in terms of amount of words produced aligns with those reported in other studies for similar age groups (McMaster & Espin, 2007). As with previous research we found total number of words written and CWS discriminated between year groups (Gansle et al, 2002;Gansle et al, 2006;McMaster & Espin, 2007;Weissenburger & Espin, 2005). Few studies have considered punctuation marks and, although they were relatively infrequent in the pupils written texts, number of punctuation marks also discriminated between year groups (Gansle et al, 2006).…”

“…These assessments involve pupils writing for short periods (between three and seven minutes) in response to a probe and have been shown to be valid and reliable measures of writing proficiency for students aged between seven and 12 (Weissenburger & Espin, 2005 of CWS and measures of spelling may also provide more face validity for teachers (Coker & Ritchey, 2010;Gansle, Noell, VanDerHeyden, Naquin, & Slider, 2002).…”

Measuring annual growth using written expression curriculum-based measurement: An examination of seasonal and gender differences.

“…The production-dependent indicators are the most similar to other CBM outcome measures in that they are largely rate-based and sensitive to instruction-related growth (Gansle et al, 2004), yet appear to have declining criterionrelated validity as grade level increases (see McMaster & Espin, 2007). Compared with the production-dependent indicators, the produc tion-independent indicators have higher validity coefficients, more so as grade level increases (Jewell & Malecki, 2005;Tindal & Parker, 1989; see also McMaster & Espin, 2007 for review).…”

Extra-Dimensional In-Class Communications: Action Research Exploring Text Chat Support of Face-to-Face Writing

“…In fact, Kristen A. Gansle et al (2004) called attention to the promising subfield of punctuation in writing research, stating that since punctuation is an easily measurable element of language, it is worthwhile to explore whether there is a correlation between writing ability and punctuation usage. For students learning how to write in their native language, evidence for a possible correlation was found between quality of writing and mastery of the English punctuation system; this area of writing seems especially beneficial to teachers who wish to help advanced students who lack this ability in writing.…”