Validity and Diagnostic Accuracy of Written Expression Curriculum-Based Measurement for Students With Diverse Language Backgrounds

Keller‐Margulis, Milena A.; Payan, Anita; Jaspers, Kathryn E.; Brewton, Christie M.

doi:10.1080/10573569.2014.964352

Cited by 23 publications

(34 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The highest relationships in this case were those between the WJ IV WE cluster score PW CWS and CLS. These validity findings parallel the results of writing studies in older children where metrics that capture correct sequences, often CWS as well as CIWS, are found to be most related to the criterion (e.g., Keller-Margulis, Payan, Jaspers, & Brewton, 2016;Weissenburger & Espin, 2005), although the correlations are often only in the moderate range. The results are slightly higher than those of existing studies at the kindergarten level where the correlations tend to be moderate (e.g., Coker & Ritchey, 2010).…”

Section: Discussionsupporting

confidence: 79%

“…When sensitivity did not reach .70, the sensitivity closest to .70 which was accompanied by the highest specificity was selected. This approach is similar to other studies of diagnostic accuracy with writing CBM (e.g., Keller-Margulis et al, 2016). The results include cut scores, sensitivity, specificity, PPP and NPP, AUC and associated confidence intervals, and hit rates.…”

Section: Diagnostic Accuracymentioning

confidence: 68%

See 1 more Smart Citation

Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten

Keller‐Margulis

Ochs

Reid

et al. 2018

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

Many students struggle with the basic skill of writing, yet schools lack technically adequate screening measures to identify students at risk in this area. Measures that allow for valid screening decisions that identify students in need of interventions to improve performance are greatly needed. The purpose of this study was to evaluate the validity and diagnostic accuracy of early writing screeners. Two early writing screening measures, Picture Word and Word Dictation, were administered to a diverse sample of 95 kindergarten students, almost half of whom were classified as English language learners and almost 70% identified ethnically as Hispanic. It was hypothesized that the early writing screening measures would demonstrate moderate to strong relationships with a standardized norm-referenced measure of written expression and adequate diagnostic accuracy for identifying kindergarten students at risk. Findings indicate that concurrent validity coefficients for both Picture Word and Word Dictation tasks ranged from .32 to .70 with the Written Expression cluster of the Woodcock–Johnson Tests of Achievement–IV and .26 to .61 with the Writing Samples and Sentence Writing Fluency subtests. Diagnostic accuracy results suggest these measures are a promising option for screening early writing skills. Implications for practice and directions for future research are discussed.

show abstract

Section: Discussionsupporting

confidence: 79%

Section: Diagnostic Accuracymentioning

confidence: 68%

Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten

Keller‐Margulis

Ochs

Reid

et al. 2018

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

show abstract

“…Most WE-CBM research has focused on technical features of a static score with an emphasis on predictive and criterion validity (e.g., Espin et al, 2000; Gansle, VanDerHeyden, Noell, Naquin, & Slider, 2002; Keller-Margulis, Payan, Jaspers, & Brewton, 2016). To date, there is only limited consensus regarding appropriate scoring metrics for screening, and there is evidence of the need for a developmental perspective (e.g., grade level) when determining which scoring metric to use (Jewell & Malecki, 2005; Malecki & Jewell, 2003) as well as a need to consider language background (e.g., Keller-Margulis, Payan, et al, 2016).…”

Section: We-cbmmentioning

confidence: 99%

“…When the criterion used to study the diagnostic accuracy of WE-CBM is the statewide achievement test, results suggest that the diagnostic accuracy of WE-CBM differs across outcome metrics and across students of diverse language backgrounds (Keller-Margulis, Payan, et al, 2016). The accurate-production index of CIWS and the production-independent metric of %CWS offering adequate diagnostic accuracy for fourth-grade students who were native English speakers, however, varied for students with diverse language backgrounds (Keller-Margulis, Payan, et al, 2016).…”

Section: We-cbmmentioning

confidence: 99%

Assessing Teacher Usability of Written Expression Curriculum-Based Measurement

Payan

Keller‐Margulis

Burridge

et al. 2018

Assessment for Effective Intervention

Self Cite

View full text Add to dashboard Cite

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.

show abstract

“…Younger, elementary-age students tend to write less fluently than older, adolescent students (Keller-Margulis, Mercer, Payan, & McGee, 2015;McMaster et al, 2017), and across grade levels, males tend to show slower rates of writing fluency than females (Fearrington et al, 2014;McMaster et al 2017). Furthermore, compared to native English speakers, English writing fluency tends to grow at slower rates for students who are English language learners (ELLs) or from diverse linguistic backgrounds (Espin et al, 2008;Keller-Margulis, Payan, Jaspers, & Brewton, 2016).…”

mentioning

confidence: 99%

Level and Trend of Writing Sequences: A Review and Meta-Analysis of Writing Interventions for Students With Disabilities

Datchuk

Wagner

Hier

2019

Exceptional Children

View full text Add to dashboard Cite

We examined effects of intervention on the level and trend of text-writing sequences of students with disabilities and writing difficulties, in addition to potential moderating effects related to student demographics (i.e., disability status, age, gender, and race) and writing task (i.e., sentence, essay, and narrative). We reviewed 18 single-case experimental design studies with a total of 96 students and subsequently meta-analyzed 15 of these studies with a total of 79 students using mixed-effects linear regression and an information-theoretic ranking of competing models. Results indicate that writing interventions, including direct instruction and self-regulated strategy development, produced gradual improvement in the trend of correct writing sequences per minute. Older students produced higher levels of writing sequences, but younger students showed steeper trends during intervention. Furthermore, students had higher levels of writing fluency on sentence-writing tasks than on discourse-writing tasks (narratives and essays).

show abstract

Validity and Diagnostic Accuracy of Written Expression Curriculum-Based Measurement for Students With Diverse Language Backgrounds

Cited by 23 publications

References 40 publications

Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten

Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten

Assessing Teacher Usability of Written Expression Curriculum-Based Measurement

Level and Trend of Writing Sequences: A Review and Meta-Analysis of Writing Interventions for Students With Disabilities

Contact Info

Product

Resources

About