Accuracy of Automated Written Expression Curriculum-Based Measurement Scoring

Autor/inn/en	Mercer, Sterett H.; Cannon, Joanna E.; Squires, Bonita; Guo, Yue; Pinco, Ella
Titel	Accuracy of Automated Written Expression Curriculum-Based Measurement Scoring
Quelle	In: Canadian Journal of School Psychology, 36 (2021) 4, S.304-317 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Mercer, Sterett H.) ORCID (Squires, Bonita) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573520987753
Schlagwörter	Curriculum Based Assessment; Automation; Scoring; Writing Tests; Elementary School Students; Secondary School Students; Learning Problems; Accuracy + Suchen Sie Ihr Suchwort? Bewertung; Writing test; Schreibtest; Sekundarschüler; Lernproblem
Abstract	We examined the extent to which automated written expression curriculum-based measurement (aWE-CBM) can be accurately used to computer score student writing samples for screening and progress monitoring. Students (n = 174) with learning difficulties in Grades 1 to 12 who received 1:1 academic tutoring through a community-based organization completed narrative writing samples in the fall and spring across two academic years. The samples were evaluated using four automated and hand-calculated WE-CBM scoring metrics. Results indicated automated and hand-calculated scores were highly correlated at all four timepoints for counts of total words written (rs = 1.00), words spelled correctly (rs = 0.99-1.00), correct word sequences (CWS; rs = 0.96-0.97), and correct minus incorrect word sequences (CIWS; rs = 0.86-0.92). For CWS and CIWS, however, automated scores systematically overestimated hand-calculated scores, with an unacceptable amount of error for CIWS for some types of decisions. These findings provide preliminary evidence that aWE-CBM can be used to efficiently score narrative writing samples, potentially improving the feasibility of implementing multi-tiered systems of support in which the written expression skills of large numbers of students are screened and monitored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01