Assessing children's writing products using curriculum-based measures of writing (CBM-W).
Saved in:
| Title: | Assessing children's writing products using curriculum-based measures of writing (CBM-W). |
|---|---|
| Authors: | Piercy, Will, Dockrell, Julie E. |
| Source: | Educational & Child Psychology. Mar2023, Vol. 40 Issue 1, p44-60. 17p. |
| Subjects: | Writing readiness, Curriculum planning, Writing ability testing, Primary schools, Academic achievement, Vocabulary, Primary education |
| Geographic Terms: | United Kingdom |
| Abstract: | Aim: Writing is key to academic success and job opportunities later in life. Nevertheless, every year children leave primary school struggling to write and few assessments enable schools to reliably identify and target weaknesses in children's writing. This study explored curriculum-based measures of writing (CBM-W) for assessing writing in primary schools in the United Kingdom (UK). Method: Twenty-seven children from a Year Five class in an English primary school responded to a narrative prompt administered for five minutes once a fortnight for a 10-week period. Children completed a standardised assessment of writing quality (the WIAT) prior to the first CBM-W assessment. CBM-W measures included number of words written (WW), words spelled correctly (WSC), correct word sequences (CWS; any two adjacent words used correctly in context) and correct minus incorrect word sequences (C-IWS). Findings: All four CBM-W measures demonstrated concurrent validity in relation to the WIAT and captured significant differences in writing performance between children with and without a SEN. Measures also captured pupil growth, demonstrating the utility of CBM-W both as a tool for screening and progress monitoring. Limitations: The small sample placed limits on the generalisability of findings. Additionally, piloting the equivalence of the writing prompts used in this study may have reduced the risk of measurement error. Conclusion: Findings demonstrate the technical adequacy of CBM-W and promising evidence of its potential use by teachers, SENCOs and EPs to assess the writing of primary school children in the UK. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 162862029 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Assessing children's writing products using curriculum-based measures of writing (CBM-W). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Piercy%2C+Will%22">Piercy, Will</searchLink><br /><searchLink fieldCode="AR" term="%22Dockrell%2C+Julie+E%2E%22">Dockrell, Julie E.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Mar2023, Vol. 40 Issue 1, p44-60. 17p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Writing+readiness%22">Writing readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+ability+testing%22">Writing ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aim: Writing is key to academic success and job opportunities later in life. Nevertheless, every year children leave primary school struggling to write and few assessments enable schools to reliably identify and target weaknesses in children's writing. This study explored curriculum-based measures of writing (CBM-W) for assessing writing in primary schools in the United Kingdom (UK). Method: Twenty-seven children from a Year Five class in an English primary school responded to a narrative prompt administered for five minutes once a fortnight for a 10-week period. Children completed a standardised assessment of writing quality (the WIAT) prior to the first CBM-W assessment. CBM-W measures included number of words written (WW), words spelled correctly (WSC), correct word sequences (CWS; any two adjacent words used correctly in context) and correct minus incorrect word sequences (C-IWS). Findings: All four CBM-W measures demonstrated concurrent validity in relation to the WIAT and captured significant differences in writing performance between children with and without a SEN. Measures also captured pupil growth, demonstrating the utility of CBM-W both as a tool for screening and progress monitoring. Limitations: The small sample placed limits on the generalisability of findings. Additionally, piloting the equivalence of the writing prompts used in this study may have reduced the risk of measurement error. Conclusion: Findings demonstrate the technical adequacy of CBM-W and promising evidence of its potential use by teachers, SENCOs and EPs to assess the writing of primary school children in the UK. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=162862029 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2023.40.1.44 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 44 Subjects: – SubjectFull: Writing readiness Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Writing ability testing Type: general – SubjectFull: Primary schools Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Primary education Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Assessing children's writing products using curriculum-based measures of writing (CBM-W). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Piercy, Will – PersonEntity: Name: NameFull: Dockrell, Julie E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 40 – Type: issue Value: 1 Titles: – TitleFull: Educational & Child Psychology Type: main |
| ResultId | 1 |
