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Accuracy of Automated Written Expression Curriculum-Based Measurement Scoring
- Source :
-
Grantee Submission . 2021. - Publication Year :
- 2021
-
Abstract
- We examined the extent to which automated written expression curriculum-based measurement (aWE-CBM) can be accurately used to computer score student writing samples for screening and progress monitoring. Students (n = 174) with learning difficulties in Grades 1-12 who received 1:1 academic tutoring through a community-based organization completed narrative writing samples in the fall and spring across two academic years. The samples were evaluated using four automated and hand-calculated WE-CBM scoring metrics. Results indicated automated and hand-calculated scores were highly correlated at all four timepoints for counts of total words written (rs = 1.00), words spelled correctly (rs = 0.99-1.00), correct word sequences (CWS; rs = 0.96-0.97), and correct minus incorrect word sequences (CIWS; rs = 0.86-0.92). For CWS and CIWS, however, automated scores systematically overestimated hand-calculated scores, with an unacceptable amount of error for CIWS for some types of decisions. These findings provide preliminary evidence that aWE-CBM can be used to efficiently score narrative writing samples, potentially improving the feasibility of implementing multi-tiered systems of support in which the written expression skills of large numbers of students are screened and monitored. [This paper was published in "Canadian Journal of School Psychology" v36 p304-317 2021 (EJ1314974).]
Details
- Language :
- English
- Database :
- ERIC
- Journal :
- Grantee Submission
- Publication Type :
- Report
- Accession number :
- ED628087
- Document Type :
- Reports - Research
- Full Text :
- https://doi.org/10.1177/0829573520987753