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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
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Academic language use in middle school informational writing.

Cherish M Sarmiento1, Adrea J Truckenmiller2, Eunsoo Cho3

  • 1School of Teacher Education and Leadership, Utah State University, Logan, Utah, USA.

The British Journal of Educational Psychology
|November 3, 2024
PubMed
Summary

Assessing academic language (AL) in middle school writing is crucial. A new measure, the number of long words, effectively predicts writing quality and tracks student development.

Keywords:
assessmentconcepts of teachingexpressive languageliteracy‐writingmethodological issuesvocabulary

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Area of Science:

  • Educational assessment
  • Language and literacy development

Background:

  • Learning academic language (AL) is vital for students, especially in middle school.
  • Current assessment methods for AL in writing need improvement to guide instruction effectively.

Purpose of the Study:

  • Evaluate six AL measures for middle school informational writing.
  • Identify metrics strongly linked to writing quality and developmental growth.

Main Methods:

  • Analyzed informational compositions from 285 5th and 8th graders.
  • Utilized path modeling to assess AL metrics' association with writing quality and narrativity.

Main Results:

  • Six AL measures explained 70% of writing quality variance.
  • The number of long words surpassed other word-level metrics in predicting writing quality.
  • Automated sentence-level scores better indicated developmental changes than traditional rubrics.

Conclusions:

  • Findings offer new approaches for assessing adaptable AL features in middle school writing.
  • Results support the use of specific AL metrics for improved instructional guidance.