Accuracy of Automated Written Expression Curriculum-Based Measurement Scoring
نویسندگان
چکیده
We examined the extent to which automated written expression curriculum-based measurement (aWE-CBM) can be accurately used computer score student writing samples for screening and progress monitoring. Students ( n = 174) with learning difficulties in Grades 1 12 who received 1:1 academic tutoring through a community-based organization completed narrative fall spring across two years. The were evaluated using four hand-calculated WE-CBM scoring metrics. Results indicated scores highly correlated at all timepoints counts of total words rs 1.00), spelled correctly .99–1.00), correct word sequences (CWS; .96–.97), minus incorrect (CIWS; .86–.92). For CWS CIWS, however, systematically overestimated scores, an unacceptable amount error CIWS some types decisions. These findings provide preliminary evidence that aWE-CBM efficiently samples, potentially improving feasibility implementing multi-tiered systems support skills large numbers students are screened monitored.
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ژورنال
عنوان ژورنال: Canadian Journal of School Psychology
سال: 2021
ISSN: ['2154-3984', '0829-5735']
DOI: https://doi.org/10.1177/0829573520987753