DEVELOPMENTAL, GENDER, AND PRACTICAL CONSIDERATIONS IN SCORING CURRICULUM-BASED MEASUREMENT WRITING PROBES

By Christine K. Malecki, J. Jewell. 2003

125 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/eca0d457623db9c2895d108d4849be0ba730a67a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kristen L. McMaster
2. Natalie G. Olinghouse
3. C. Espin
4. Christine K. Malecki
5. J. Jewell
6. A. Kaufman
7. Matthew R. Reynolds
8. Rui Alexandre Alves

In Education

1. Natalie G. Olinghouse
2. Kristen L. McMaster
3. C. Espin
4. Christine K. Malecki
5. J. Jewell
6. Michelle Kilpatrick Demaray
7. Rui Alexandre Alves
8. Teresa Limpo

In Statistics and Probability

1. Natalie G. Olinghouse
2. Kristen L. McMaster
3. Christine K. Malecki
4. C. Espin
5. J. Jewell

Citations in the corpus

• Gender differences in achievement in a large, nationally representative sample of children and adolescents. (2015, background): “…measurements of an increasing female advantage in writing generalize to other writing measures, specifically those without a timed component (e.g., Malecki & Jewell, 2003); and (e) perhaps most importantly, the KTEA-II Brief measures writing in a novel and interactive way that differs…”
• The Utility of CBM Written Language Indices: An Investigation of Production-Dependent, Production-Independent, and Accurate-Production Scores (2005, background): “Finally, it was predicted that gender differences would be found on some of the CBM measures with girls outperforming boys (Knoff & Dean, 1994; Kranzler et al., 1999; Malecki & Jewell, 2003).”
• Technical Features of Curriculum-Based Measurement in Writing (2007, background): “Malecki and Jewell (2003) found reliable differences between grade levels on fall fluency and percentage measures, including CIWS, with sixth- through eighth-graders scoring higher than third- through fifth-graders did, who scored higher than first- through second-graders did.”
• Student- and instruction-level predictors of narrative writing in third-grade students (2008, result): “This supports previous research ( Malecki & Jewell, 2003; Swanson & Berninger, 1996), and this finding is not explained in this study by gender differences in other skills such as handwriting fluency, word reading, or Full-scale IQ, as these variables were included in the model.”