Using Curriculum-Based Measurement for Beginning Writers Within a Response to Intervention Framework

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

“…Students are typically assessed on two dimensions: productivity and accuracy. CBM-Ws have also been promoted as a potential screening tool and as a means of monitoring progress (McMaster et al, 2012).…”

“…CBM-W measures vary in their scoring reliability. Inter rater reliability can be high, with 80-90% agreement (Gansle et al, 2006;Weissenburger & Espin, 2005) but this varies in relation to the types of texts produced, the age group of the pupils studied and the text measure that is used (Campbell et al, 2013;McMaster et al, 2012). Validity of the CBM-W has also been examined and some measures are correlated with standardised assessments (0.69 for Test of Written Language, Hammill & Larsen, 1996) and with teacher ratings (0.76, Parker et al, 1991).…”

“…Inter rater reliability can be high, with 80-90% agreement (Gansle et al, 2006;Weissenburger & Espin, 2005) but this varies in relation to the types of texts produced, the age group of the pupils studied and the text measure that is used (Campbell, et al, 2013;McMaster et al, 2012 Campbell, 2008).…”

Identifying Writing Difficulties in First Grade: An Investigation of Writing and Reading Measures

“…One gap in this area of research is valid screening procedures for writing difficulties. Technically adequate screening measures are required if schools plan to use response to intervention (RTI, McMaster, Parker, & Jung, ; Saddler & Asaro‐Saddler, ) models to identify and provide more intensive instruction for students who may be at risk for writing difficulties. In this study, we investigate screening procedures for identifying writing difficulties of students during first grade.…”

Le modèle de réponse à l’intervention et la prévention des difficultés d’apprentissage de la lecture au préscolaire et au primaire

“…Les habiletés ciblées par l'instrumentation servant au dépistage doivent être étroitement reliées au programme de formation puisque l'objectif de cette opération est d'identifier les élèves qui ne répondent pas adéquatement à l'enseignement dispensé au premier palier. C'est pourquoi les épreuves qui constituent les trousses de dépistage continu sont dites axées sur le curriculum (en anglais, curriculum-based; Hosp, Hosp et Howell, 2007;McMaster, Parker et Jung, 2012). Un des enjeux principaux d'une opération de dépistage consiste à classer les élèves avec justesse.…”