| Type of Document |
Dissertation |
| Author |
Henderson, Marie Young
|
| URN |
etd-07032009-143701 |
| Title |
Predicting Performance on High Stakes Testing: Validity and Accuracy of Curriculum-Based Measurement of Reading and Writing |
| Degree |
Doctor of Philosophy (Ph.D.) |
| Department |
Psychology |
| Advisory Committee |
| Advisor Name |
Title |
| George Noell |
Committee Chair |
| Frank Gresham |
Committee Member |
| Jeffrey Tiger |
Committee Member |
| Kristin A Gansle |
Committee Member |
| Mark J. Schafer |
Dean's Representative |
|
| Keywords |
- Curriculum-Based Measurement
- high stakes testing
- writing
- reading
- CBM
|
| Date of Defense |
2009-06-19 |
| Availability |
unrestricted |
Abstract
The purpose of the current investigation was to determine which curriculum-based measures of written expression demonstrated adequate technical characteristics and provided useful information towards predicting performance on a state-standardized assessment. Data collected from 124 third grade students was used for the study. Curriculum-based measures of reading and writing collected three times within the school year were utilized as the independent variables for predicting the dependent variables. Writing samples were scored using 9 indices of writing. Results from a state standardized assessment (iLEAP) were used as the dependent variables. The study found reliability coefficients for writing indices to be consistent with previous investigations. Principle components analysis revealed a consistent three component solution for the writing indices across benchmark periods. Regression analyses revealed percent correct word sequences, fall words spelled correctly, and winter complete sentences to be significant predictors; however, only fall words spelled correctly and winter complete sentences contributed to fall oral reading fluency for predicting the passing status of students.
|
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| Filename |
Size |
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(Hours:Minutes:Seconds)
|
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56K Modem |
ISDN (64 Kb) |
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Marie_Henderson_Dissertation.pdf |
387.10 Kb |
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00:00:55 |
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