用听写监测小学生学习进度：斜率技术特征与生长分析

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2023-06-28 DOI:10.1177/15345084231182718

Seohyeon Choi, Emma Shanahan, Jechun An, Kristen L. McMaster

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引用次数: 0

摘要

本研究的目的是检验基于课程的书面测量（CBM-W）单词听写任务产生的斜坡的技术特征。美国中西部79名有强化学习需求的小学生在20周内对每周单词听写调查做出了回应；根据正确的字母顺序（CLS）对回答进行评分。分数显示了在短时间内对增长的高可靠性和敏感性。线性混合模型显示，学生每多上一周的课，平均获得0.91 CLS。最初的写作水平和增长率并没有因学生的人口特征而有显著差异。基于这些发现，我们说明了单词听写斜率如何被用作有密集学习需求的学生写作增长的指标。

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Monitoring Elementary Students’ Progress Using Word Dictation: Technical Features of Slope and Growth Analysis

The purpose of this study was to examine the technical features of slopes produced from the curriculum-based measurement in writing (CBM-W) word dictation task. Seventy-nine elementary students in the U.S. Midwest with intensive learning needs responded to weekly word dictation probes across 20 weeks; responses were scored for correct letter sequences (CLS). Scores showed evidence of high reliability and sensitivity to growth in a short period. Linear mixed modeling revealed that students gained an average of 0.91 CLS for each additional week of instruction. Initial writing levels and growth rates did not significantly differ depending on students’ demographic characteristics. Based on these findings, we illustrate how word dictation slopes can be used as indicators of writing growth for students with intensive learning needs.

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来源期刊

ASSESSMENT FOR EFFECTIVE INTERVENTION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

0.00%

发文量