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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

Published on: February 7, 2025

Technical features of curriculum-based measures for beginning writers.

Kristen L McMaster¹, Xiaoqing Du, Anna-Lind Pétursdóttir

¹University of Minnesota, USA.

Journal of Learning Disabilities

|December 24, 2008

Summary

This study evaluated curriculum-based measures for early writing skills. Sentence copying, story, picture-word, and photo prompts show promise for assessing beginning writers.

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Area of Science:

Educational Psychology
Developmental Psychology
Language and Literacy Research

Background:

Assessing early writing skills is crucial for educational development.
Curriculum-based measures (CBMs) offer a practical approach to monitoring student progress.
Technical features of CBMs for beginning writers require rigorous examination.

Purpose of the Study:

To examine the technical features of various curriculum-based measures for beginning writers.
To identify effective prompts for assessing early writing abilities in first graders.
To evaluate the reliability and validity of different writing assessment tools.

Main Methods:

Two studies involving 100 first graders were conducted.
Participants responded to diverse writing prompts (e.g., word copying, story, picture-word, photo).
Measures included prompt administration, standardized tests (Test of Written Language-Third Edition), teacher ratings, and rubric scores.

Main Results:

Sentence-copying, story, picture-word, and photo prompts demonstrated potential as effective measures.
Reliability (test-retest, alternate-form) and criterion validity were examined.
Winter-to-spring writing growth was assessed for each measure.

Conclusions:

Specific curriculum-based measures, including sentence-copying, story, picture-word, and photo prompts, are promising for assessing beginning writers.
These findings support the use of flexible and seamless assessment systems for monitoring student progress across different ages and skill levels.
Further research can refine these measures for broader application in educational settings.