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Direct linkKim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy – Journal of Educational Psychology, 2015
We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the…
Descriptors: Writing (Composition), Gender Differences, Curriculum Based Assessment, Scoring
Download full textKim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy – Grantee Submission, 2015
We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the…
Descriptors: Writing (Composition), Gender Differences, Curriculum Based Assessment, Scoring
McMaster, Kristen L.; Campbell, Heather – School Psychology Review, 2008
The purpose of this study was to examine technical features of new and existing curriculum-based measures of written expression in terms of writing task, duration, and scoring procedures. Twenty-five third-, 43 fifth-, and 55 seventh-graders completed passage-copying tasks in 1.5 min and picture, narrative, and expository writing prompts in 3-7…
Descriptors: Expository Writing, Curriculum Based Assessment, Predictive Validity, Scoring
