Doctor of Philosophy (PhD)
Curriculum-based measurement (CBM) is an assessment technique that has become increasingly popular in schools, gaining importance with the recent national emphasis on school and teacher accountability for student achievement. CBM is used to monitor student performance to provide an indicator of which students are at-risk of not achieving grade level standards and thus are in need of intervention. CBM is easy to administer, utilizes standard procedures, and provides measures indicative of general achievement in various domains. The utility of CBM to measure student ability in writing has been well-established. However, there is a paucity of technical adequacy research for writing CBM compared to CBM in reading and math. Additionally, various scoring methods for writing CBM have been proposed and tested with variable results. This study investigated the reliability of writing CBM using multivariate generalizability (G) theory. The dependability of the measure across forms and occasions for a composite dependent variable consisting of 7 different scoring methods was investigated. Additionally, univariate G theory studies were conducted for each individual scoring method. Results suggested that a composite measure and all independent measures are dependable when 3 forms are administered on 3 occasions for students in grades 3-5, with person contributing the most variance. Additionally, support was found for the use of a composite measure, TWW, WSC, CWS, and CIWS for screening and progress monitoring purposes with 2 forms administered on 1 occasion.
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Chenier, Katherine Hunter, "Multivariate Generalizability of Writing Curriculum-Based Measurement (CBM): An Examination of Form, Occasion, and Scoring Method" (2014). LSU Doctoral Dissertations. 2864.