Classification Accuracy of Curriculum-Based Measures for Beginning Writers in First Grade

Pyung Gang Jung; Kristen L. McMaster

doi:10.1177/1534508417730823

Classification Accuracy of Curriculum-Based Measures for Beginning Writers in First Grade

Pyung Gang Jung, Kristen L. McMaster

Educational Psychology

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

1 Scopus citations

Abstract

We examined the classification accuracy of Curriculum-Based Measurement in writing (CBM-W) Picture Word prompts scored for words written (WW), words spelled correctly (WSC), and correct word sequences (CWS). First graders (n = 133) were administered CBM-W prompts and the Test of Written Language–Third Edition (TOWL-3; Hammill & Larsen, 1996). Prompts scored for WSC showed acceptable levels of sensitivity (.947) and specificity (.587) with the TOWL-3 Contextual Language. Positive predictive values were low (approximately.20 to.30), and negative predictive values were high (mostly above.95). Overall classification accuracy, represented by the area under curve (AUC), ranged from.727 to.831. Further research regarding ways to improve classification accuracy of CBM-W and preliminary implications for practice are discussed.

Original language	English (US)
Pages (from-to)	131-143
Number of pages	13
Journal	Assessment for Effective Intervention
Volume	43
Issue number	3
DOIs	https://doi.org/10.1177/1534508417730823
State	Published - Jun 1 2018

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Publisher Copyright:
© 2017, © Hammill Institute on Disabilities 2017.

Keywords

ROC
beginning writers
classification accuracy
curriculum-based measures

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10.1177/1534508417730823

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Classification Accuracy of Curriculum-Based Measures for Beginning Writers in First Grade

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