Alternative Methods to Curriculum-Based Measurement for Written Expression: Implications for Reliability and Validity of the Scores

Autor/in	Merrigan, Teresa E.
Titel	Alternative Methods to Curriculum-Based Measurement for Written Expression: Implications for Reliability and Validity of the Scores
Quelle	(2012), (131 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-5092-3
Schlagwörter	Hochschulschrift; Dissertation; Curriculum Based Assessment; Testing; Scoring; Writing Tests; Middle School Students; Grade 6; Grade 7; Grade 8; Rural Schools; Test Reliability; Test Validity; Predictive Validity; Self Efficacy; Gender Differences; Economically Disadvantaged; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Testdurchführung; Testen; Bewertung; Writing test; Schreibtest; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Testreliabilität; Testvalidität; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt
Abstract	The purpose of the current study was to evaluate the psychometric properties of alternative approaches to administering and scoring curriculum-based measurement for written expression. Specifically, three response durations (3, 5, and 7 minutes) and six score types (total words written, words spelled correctly, percent of words spelled correctly, correct word sequences, percent of correct word sequences, and correct minus incorrect word sequences) were considered. Participants included students in sixth, seventh, and eighth grades recruited from a rural middle school in Pennsylvania. Reliability (inter-rater and alternate forms) and validity (convergent, criterion-related) evidence were examined for scores derived from each combination of response duration and score type. In addition, scores were evaluated to determine whether they differ based on group membership (grade, sex, and free or reduced lunch status). Differences in predictive validity also were examined across groups. Results reflected that many scores demonstrated adequate evidence for reliability and validity. As expected, group differences were found relative to grade, sex, and free or reduced lunch status. No differences were observed in predictive validity based on group membership variables. Student ratings of self-efficacy related to overall writing performance on criterion measures; however, self-efficacy ratings increased after completing the writing tasks. Overall results indicated that the most complex scoring approach (CIWS) in conjunction with the briefest (3 minute) narrative sample yielded the best combination of prompt, response duration, and score. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01