Assessment for Effective Intervention

Curriculum-based measurement of reading (CBM-R) is a common assessment educators use to monitor student growth in broad reading skills and evaluate the effectiveness of instructional programs. Computer-adaptive tests (CATs), such as Star Reading, have been cited as a viable option to formatively assess reading growth. We used Bayesian multivariate-multilevel modeling to compare growth measured via concurrently collected CBM-R and CAT data for 3,192 students across Grades 1 ( n = 298), 2 ( n = 1,149), 3 ( n = 1,062), 4 ( n = 462), and 5 ( n = 221). After standardizing outcomes, the average rate of weekly improvement on each measure was highly similar across grade levels. Between-student variability for growth on each assessment was highly similar across grade levels. The magnitude of residual variance, or error, differed markedly between assessments. In Grades 1 to 3, Star Reading yielded less precise estimates of growth relative to CBM-R, and the opposite results were observed in Grade 5.

Ethan R. Van Norman

Emily R. Forcht

Modeling Growth in Reading With Curriculum-Based Measurement Versus Computer-Adaptive Tests

课程本位测量与计算机自适应测试在阅读增长建模中的比较

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.

Alisha Demchak

Katlynn Dahl-Leonard

Carlin Connor

Emily J. Solari

Evaluating the Reliability of Name Writing Rubric Scoring

评估姓名书写评分标准的可靠性

This article describes the development of the Early Elementary Writing Rubric (EEWR), an analytic assessment designed to measure kindergarten and first-grade writing and inform educators’ instruction. Crocker and Algina’s (1986) approach to instrument development and validation was used as a guide to create and refine the writing measure. Study 1 describes the development of the 10-item measure (response scale ranges from 0 = Beginning of Kindergarten to 5 = End of First Grade). Educators participated in focus groups, expert panel review, cognitive interviews, and pretesting as part of the instrument development process. Study 2 evaluates measurement quality in terms of score reliability and validity. Data from writing samples produced by 634 students in kindergarten and first-grade classrooms were collected during pilot testing. An exploratory factor analysis was conducted to evaluate the psychometric properties of the EEWR. A one-factor model fit the data for all writing genres and all scoring elements were retained with loadings ranging from 0.49 to 0.92. Internal consistency reliability was high and ranged from .89 to .91. Interrater reliability between the researcher and participants varied from poor to good and means ranged from 52% to 72%. First-grade students received higher scores than kindergartners on all 10 scoring elements. The EEWR holds promise as an acceptable, useful, and psychometrically sound measure of early writing. Further iterative development is needed to fully investigate its ability to accurately identify the present level of student performance and to determine sensitivity to developmental and instruction gains.

Meaghan McKenna

Robert F. Dedrick

Howard Goldstein

Development and Initial Validation of the Early Elementary Writing Rubric to Inform Instruction for Kindergarten and First-Grade Students

早期小学写作评分量表的开发与初步验证：为幼儿园和一年级学生提供教学指导

The early identification of social-emotional and behavioral problems of preschool children has become an important goal in research and clinical practice. A growing number of studies have been published in this field; however, most focus on behavior problems, or on social skills, but few on both. The present study aims to test the validity of the Portuguese version of the Preschool and Kindergarten Behavior Scales–Second Edition (PKBS-2) in differentiating two groups of preschoolers regarding their social skills and behavior problems: 41 children at risk for disruptive behavior (BP group) and 41 selected from the PKBS-2 normative sample (comparison group). Each child was rated with the PKBS-2 by parents and teachers. Results showed that children in the BP group were rated by their parents as having fewer social skills and more behavior problems than the comparison group ( p &lt; .01, for the majority of the PKBS-2 scores). A similar pattern was found for teachers’ ratings. The discriminant functional analysis highlighted the Social Cooperation and the Externalizing Problem Behavior subscales as most accurate in differentiating the two groups. The usefulness of the PKBS-2 Portuguese version as a valid assessment tool available for practice and research with preschoolers was supported.

Sofia O. Major

Maria J. Seabra-Santos

Roy P. Martin

Differentiating Preschoolers With(Out) Social-Emotional and Behavioral Problems: Do We Have a Useful Tool?

区分有（无）社会情感和行为问题的学龄前儿童：我们是否有有用的工具？

The development of written expression includes transcription, text generation, and executive functions (including planning) interacting within working memory. However, executive functions are not formally measured in school-based written expression tasks, although there is an opportunity for examining students’ advance planning—a key manifestation of executive functions. We explore the influence of advance planning on Grade 2 written expression using curriculum-based measurement in written expression (CBM-WE) probes with a convenience sample of 126 students in six U.S. classrooms. Controlling for transcription, which is typically the primary focus of instruction in early elementary grades, we found that a score on advance planning explained additional significant variance in writing quantity and accuracy. Results support that planning may be an additional score to add to the use of CBM-WE. Implications for assessment and further research on the early development of planning and executive functions related to written expression are explored.

Amna A. Agha

Adrea J. Truckenmiller

Jodene G. Fine

Megan Perreault

A Preliminary Investigation Into the Role of Planning in Early Writing Development

早期写作发展中规划作用的初步研究

The current study examined the reliability of The Reading League Curriculum-Evaluation Guidelines (CEGs), which were developed to help school-based teams rate the presence of red flags when considering adopting specific literacy curricula. Coders ( n = 30) independently used the CEGs to evaluate a free online English language arts curriculum. The results indicated strong internal consistency ( a = 0.96) and high interrater reliability ( H M = .91, 95% CI = .89 to .93, p &lt; .01). Overall, the CEGs hold the potential as a psychometrically sound tool for evaluating reading curricula. Limitations and implications for practice and research are discussed.

Matthew K. Burns

Heba Z. Abdelnaby

Jonie B. Welland

Katherine A. Graves

Kari Kurto

Reliability of Ratings of an English Language Arts Curriculum With the Curriculum Evaluation Guidelines

《课程评价指南下英语语言艺术课程评分的可靠性》

Educators and researchers have been interested in supporting sentence-level language comprehension for struggling readers, but it has been challenging to research. To investigate the properties of sentences that might be useful targets for future research in instruction and assessment, we coded several features of the items in a computer-adaptive scale of sentence comprehension. The Syntactic Knowledge Task is designed for students in Grades 3–10. We then explored how the features of the sentences were related to the item’s difficulty value to determine which aspects of sentence-level language made sentences more and less challenging for students across a range of development. We found that genre, words that represent a logical connection, number of idea units, long words, and words on the Academic Word List were significantly associated with item difficulty. Implications for understanding students’ sentence-level language development are discussed.

Cherish M. Sarmiento

What Is Important to Measure in Sentence-Level Language Comprehension?

句子层面语言理解中哪些要素值得测量？

The prevalence of student mental health concerns has increased the need for universal mental health screening to promote access to services. Some screeners determine risk status by comparing student scores to norming samples based on age (i.e., combined-gender) or on age and gender (i.e., separate-gender). This study examined scores on the Behavior Assessment System for Children–Third Edition, Behavioral and Emotional Screening System (BASC-3 BESS) using combined-gender and separate-gender norms for high school students ( N = 594). There were no statistically significant differences in adolescents’ self-reported BASC-3 BESS raw scores or risk status classification across genders. These findings suggest that school teams are likely to identify students’ mental health status similarly, regardless of whether they use BESS separate-gender or combined-gender norms, although some students’ risk status is expected to vary. These findings have the potential to inform best practice recommendations for school-wide screenings of mental health and identification of students at risk. Additional implications, limitations, and future directions are discussed.

Meagan Z. Plant

Kelly N. Clark

Universal Screening for Student Mental Health: Selection of Norming Group

学生心理健康普遍筛查：常模组的选择

Abbreviation	Assess. Eff. Interv.
Journal Impact	1.17
Quartiles(Global)	EDUCATION & EDUCATIONAL RESEARCH(Q2)

ISSN	1534-5084, 1938-7458
h-index	31

Publication Information	Publisher: SAGE Publications Inc.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1999，Proportion of original research papers: 100.00%，Self Citation Rate:0.00%， Gold OA Rate: 7.94%

Assessment for Effective Intervention

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Modeling Growth in Reading With Curriculum-Based Measurement Versus Computer-Adaptive Tests

Evaluating the Reliability of Name Writing Rubric Scoring

Development and Initial Validation of the Early Elementary Writing Rubric to Inform Instruction for Kindergarten and First-Grade Students

Differentiating Preschoolers With(Out) Social-Emotional and Behavioral Problems: Do We Have a Useful Tool?

A Preliminary Investigation Into the Role of Planning in Early Writing Development

Modeling Growth in Reading With Curriculum-Based Measurement Versus Computer-Adaptive Tests

Evaluating the Reliability of Name Writing Rubric Scoring

Reliability of Ratings of an English Language Arts Curriculum With the Curriculum Evaluation Guidelines

What Is Important to Measure in Sentence-Level Language Comprehension?

Universal Screening for Student Mental Health: Selection of Norming Group