TY - JOUR
T1 - The technical adequacy of curriculum-based writing measures with English learners
AU - Campbell, Heather
AU - Espin, Christine A.
AU - McMaster, Kristen L
PY - 2013/1/1
Y1 - 2013/1/1
N2 - The purpose of this study was to examine the validity and reliability of Curriculum-Based Measures in writing for English learners. Participants were 36 high school English learners with moderate to high levels of English language proficiency. Predictor variables were type of writing prompt (picture, narrative, and expository), time (3, 5, and 7 min), and scoring procedure (words written, words spelled correctly, correct word sequences, correct minus incorrect word sequences). Criterion variables were teacher ratings of writing performance and student performance on the Test of Written Language-III, the writing subtest of the Test of Emerging Academic English, and the Minnesota state writing test. Results supported the validity and reliability of a 5 to 7-min writing sample written in response to a narrative or picture prompt and scored for percent of correct word sequences, correct minus incorrect word sequences, or words written plus correct minus incorrect word sequences.
AB - The purpose of this study was to examine the validity and reliability of Curriculum-Based Measures in writing for English learners. Participants were 36 high school English learners with moderate to high levels of English language proficiency. Predictor variables were type of writing prompt (picture, narrative, and expository), time (3, 5, and 7 min), and scoring procedure (words written, words spelled correctly, correct word sequences, correct minus incorrect word sequences). Criterion variables were teacher ratings of writing performance and student performance on the Test of Written Language-III, the writing subtest of the Test of Emerging Academic English, and the Minnesota state writing test. Results supported the validity and reliability of a 5 to 7-min writing sample written in response to a narrative or picture prompt and scored for percent of correct word sequences, correct minus incorrect word sequences, or words written plus correct minus incorrect word sequences.
KW - Assessment
KW - CBM
KW - Curriculum-based measurement
KW - English as a second language
KW - English language learners
KW - Secondary school
KW - Writing
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U2 - 10.1007/s11145-012-9375-6
DO - 10.1007/s11145-012-9375-6
M3 - Article
AN - SCOPUS:84873749325
VL - 26
SP - 431
EP - 452
JO - Reading and Writing
JF - Reading and Writing
SN - 0922-4777
IS - 3
ER -