Transcript CBA for Writing - Metropolitan State University

Curriculum-based Assessment
Written Expression
Purposes of Assessment
• Convention mastery
• Expressive mastery
• Functional mastery
Conventional Mastery
• Knowledge and application
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Types
Writing conventions
Grammar
Spelling
• Function of Accuracy
Expressive Mastery
• Conveying ideas
– Some to many
• Conveying complete ideas
– Cohesion and organization
• Flexibility of conveyance
– Multiple ways to say the same thing
– Extended vocabulary
– Use of specific genres
• Function of fluency
Functional Mastery
• Writing for specifically useful purposes
– E.G., Letters of application
• Descriptive sequence
– Steps to instruction
– Recipes
• Technology skill
– Word processing
– Spell/grammar checking
– Formatting/use of templates
Scope and Sequence
Different sequences convey different
perspectives
Expressive
Conventional
Functional
Conventional
Expressive
Conventional
Functional
Functional
Expressive
Curriculum-based Measures of
Written Expression (Shinn, 1989)
• Story starters
– Read one-sentence story starter
– Student thinks about what to write for one minute
– Student continuously writes a story for three minutes
• Scoring options
– Total words written (correct or incorrect spelling, no
numbers not spelled, title, names)
– Words spelled correctly
– Total letters written (spelled correct or incorrect)
– Correct word sequences (information units): connected
words = one sequence, numbers next to words are not
CBM for Spelling (Shinn, 1989)
• 2 – minute spelling probes of curriculum-based
words at 10-second (grade 1-3) or 7-second
intervals (grade 4-8)
– 12-13 words for 10-second probes
– 17-18 words for 7-second probes
– No new words in last 3 seconds, allow student to
finish the last word
• Scoring
– Words spelled correctly as a probe percentage
CBA for Written Expression
• Writing samples on curriculum taught
– Identify type and level of mastery
– Scoring
• As in CBM
• Administer to all students in class
• Compare target student to students in class
• Note taking samples
– Identify learning task (e.G., Lecture, group work)
– Compare to other students in class
Scoring of Note Taking Samples
• Identify notes organization
– Outline, free write, other structure (matrix)
• Legibility
– Number of recognizable words
– Teacher ranking (e.G., Which would you give to another
student for study?)
• Information units
– Complete thought = one information unit
• T- unit
– Subject verb combinations