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Evaluating the Reliability of Name Writing Rubric Scoring

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Title: Evaluating the Reliability of Name Writing Rubric Scoring
Language: English
Authors: Alisha Demchak, Katlynn Dahl-Leonard (ORCID 0000-0001-6124-5990), Carlin Connor (ORCID 0000-0002-9790-9047), Emily J. Solari
Source: Assessment for Effective Intervention. 2024 50(1):16-28.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Early Childhood Teachers, Preschool Children, Screening Tests, Scoring Rubrics, Emergent Literacy, Interrater Reliability, Alphabets, Writing Ability, Beginning Writing
Geographic Terms: Virginia
DOI: 10.1177/15345084241289418
ISSN: 1534-5084
1938-7458
Abstract: Early literacy screening tools are often a critical component of schools' intervention frameworks. As the use of screening tools becomes more prevalent for identifying students who may be at risk for learning difficulties and in need of additional instruction, it is important to continuously evaluate teachers' implementation of these screening tools and to improve efforts to support their implementation. Measures of name writing as a part of a screening tool can pose specific implementation challenges due to the subjectivity that rubric scoring allows. As such, this study aimed to evaluate the reliability of a rubric used by pre-kindergarten teachers to score a name writing task, as part of a larger screening tool, in the context of their own classrooms, and to examine scoring patterns between researchers and teachers on the name writing rubric. Results revealed that researchers had higher interrater reliability among themselves than the reliability between researchers and teachers. Although there was not a substantial difference between the two groups, it is worthwhile to examine the implementation of screening tool scoring systems in the field to ensure proper identification of and intervention for students who may be at risk for learning difficulties. Implications for researchers and teachers are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454322
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Evaluating the Reliability of Name Writing Rubric Scoring
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Alisha+Demchak%22">Alisha Demchak</searchLink><br /><searchLink fieldCode="AR" term="%22Katlynn+Dahl-Leonard%22">Katlynn Dahl-Leonard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6124-5990">0000-0001-6124-5990</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carlin+Connor%22">Carlin Connor</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9790-9047">0000-0002-9790-9047</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+J%2E+Solari%22">Emily J. Solari</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. 2024 50(1):16-28.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 13
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
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  Data: 10.1177/15345084241289418
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  Data: 1534-5084<br />1938-7458
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  Data: Early literacy screening tools are often a critical component of schools' intervention frameworks. As the use of screening tools becomes more prevalent for identifying students who may be at risk for learning difficulties and in need of additional instruction, it is important to continuously evaluate teachers' implementation of these screening tools and to improve efforts to support their implementation. Measures of name writing as a part of a screening tool can pose specific implementation challenges due to the subjectivity that rubric scoring allows. As such, this study aimed to evaluate the reliability of a rubric used by pre-kindergarten teachers to score a name writing task, as part of a larger screening tool, in the context of their own classrooms, and to examine scoring patterns between researchers and teachers on the name writing rubric. Results revealed that researchers had higher interrater reliability among themselves than the reliability between researchers and teachers. Although there was not a substantial difference between the two groups, it is worthwhile to examine the implementation of screening tool scoring systems in the field to ensure proper identification of and intervention for students who may be at risk for learning difficulties. Implications for researchers and teachers are discussed.
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      – SubjectFull: Interrater Reliability
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      – SubjectFull: Writing Ability
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