Using Curriculum Based Measurement to Evaluate Elementary School Student Writing

Dimakos, I. C. (Ioannis)¹, Mpalasi, K. (Konstantina)^1
1University of Patras, Dept. of Primary Education, Archimedes Str., Bldg 7, 26500, Patras, Greece

 

Submission type

Oral only

Scheduled

Room 115, 11-07-2019, 09:00 - 10:30

Keywords

Writing, Assessment, Curriculum Based Measurement

Summary

The paper investigated the use of curriculum based measures to evaluate student written texts in Greek elementary schools. CBM has been used extensively to assess student progress in reading, spelling, writing, and math. CBM-Writing employs three distinct measures, Total Words Written, Words Spelled Correctly, and Correct Word Sequences in short samples students complete in response to story starters. Although CBM has been found to be a valid assessment tool (Dockrell et al., 2015; Gansle et al., 2004; Stecker et al., 2005), it has not been used in Greek schools. In this study, 196 students attending the 3rd through the 6th grades of various elementary schools completed a story starter. They further wrote a short story in response to a Greek standardized test of Writing Difficulties and the story from Form B of the TOWL-3 (Hammill & Larsen, 1996). In addition, teacher ratings of their achievement were collected. Results showed that CBM-Writing was a reliable and valid tool for the assessment of writing skills (productivity and accuracy) especially in the 3rd and 4th grades of school. Implication for the use of CBM-Writing as a screening tool are considered.

 

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