Technical Features of Curriculum-Based Measurement in Writing

By Kristen L. McMaster, C. Espin. 2007

250 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ba09fbcdd494a11d899a317630859bbbe250a3ec

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Curriculum-Based Measurement of Writing in Kindergarten and First Grade: An Investigation of Production and Qualitative Scores (2010, background): “Of the studies reviewed by McMaster and Espin (2007), six studies included students in first grade (often as part of a larger sample of multiple grade levels), and no study included students in kinder- 177Exceptional Children garten.”
Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics (2008, background): “Extensive research has provided evidence of the solid technical characteristics of CBM (Foegen, Jiban, & Deno, 2007; Good & Jefferson, 1998; McMaster & Espin, 2007; Wayman, Wallace, Wiley, Ticha´, & Espin, 2007), and there is a moderate to strong relation between performance on measures of oral re”
Curriculum-Based Measures of Beginning Writing: Technical Features of the Slope (2011, background): “CBM involves frequent (e.g., weekly) administration of multiple probes of equivalent difficulty, yielding time-series data in core academic domains (see Foegen, Jiban, & Deno, 2007; McMaster & Espin, 2007; Wayman, Wallace, Wiley, Ticha, & Espin, 2007 for reviews).”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, background): “Although this measure may consider spelling correctness (McMaster & Espin, 2007), so that spelling and translating measures were not confounded, spelling and capitalization errors that clearly did not interfere with either the meaning or the syntactic correctness of the sentence were ignored from…”
Examining fourth-grade mathematics writing: features of organization, mathematics vocabulary, and mathematical representations (2016, methodology): “…using curriculum-based measures examining specific features: total number of words written, number of paragraphs, length of sentences, correctly spelled words, correct and incorrect word sequences, vocabulary utilized, punctuation, or handwriting (Coker & Ritchey, 2010; McMaster & Espin, 2007).”
Formative Assessment and Writing (2015, background): “Previous reviews have examined the reliability of common CBM writing measures (Graham, Harris, & Hebert, 2011; McMaster & Espin, 2007).”