Scoring measures of word dictation curriculum‐based measurement in writing: Effects of incremental administration

• Published in: Psychology in the schools Vol. 56; no. 5; pp. 702 - 723
• Main Authors: Poch, Apryl L., Allen, Abigail A., Lembke, Erica S.
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley-Blackwell 01-05-2019; Wiley Subscription Services, Inc
• Subjects: Achievement Tests; Curricula; Curriculum Based Assessment; curriculum‐based measurement; Elementary School Students; Fluency; Intervals; Primary Education; Scoring; Spelling; Test Validity; Verbal Communication; Winter; Writing; Writing Evaluation
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.22220

Spelling has been identified as a key transcription skill that emerges during the elementary years as students learn how to write and subsequently develop fluency with writing, making the assessment of spelling a critical component of evaluation systems within schools. This includes the use of curriculum‐based measures of writing (CBM‐W). This study examined the extent to which word dictation CBM‐W administered during the Fall, Winter, and Spring of an academic year maintained technical adequacy across 1‐min time intervals in grades 1–3. Results revealed moderate predictive and concurrent validity estimates with the Spelling subtest of the Weschler Individual Achievement Test‐III. Statistically significant differences existed between and within grade levels across each minute of administration and across Fall, Winter, and Spring time points for all scoring procedures.