Curriculum-based Assessment Written Expression. Purposes of Assessment Convention mastery Expressive...
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Transcript of Curriculum-based Assessment Written Expression. Purposes of Assessment Convention mastery Expressive...
Curriculum-based Assessment
Written Expression
Purposes of Assessment
• Convention mastery
• Expressive mastery
• Functional mastery
Conventional Mastery
• Knowledge and application– Types– Writing conventions– Grammar– Spelling
• Function of Accuracy
Expressive Mastery
• Conveying ideas– Some to many
• Conveying complete ideas– Cohesion and organization
• Flexibility of conveyance– Multiple ways to say the same thing– Extended vocabulary– Use of specific genres
• Function of fluency
Functional Mastery
• Writing for specifically useful purposes– E.G., Letters of application
• Descriptive sequence– Steps to instruction– Recipes
• Technology skill– Word processing– Spell/grammar checking– Formatting/use of templates
Scope and Sequence
Different sequences convey different perspectives
Expressive Conventional Functional
Conventional Expressive Conventional
Functional Functional Expressive
Curriculum-based Measures of Written Expression (Shinn, 1989)
• Story starters– Read one-sentence story starter
– Student thinks about what to write for one minute
– Student continuously writes a story for three minutes
• Scoring options– Total words written (correct or incorrect spelling, no
numbers not spelled, title, names)
– Words spelled correctly
– Total letters written (spelled correct or incorrect)
– Correct word sequences (information units): connected words = one sequence, numbers next to words are not
CBM for Spelling (Shinn, 1989)
• 2 – minute spelling probes of curriculum-based words at 10-second (grade 1-3) or 7-second intervals (grade 4-8)– 12-13 words for 10-second probes
– 17-18 words for 7-second probes
– No new words in last 3 seconds, allow student to finish the last word
• Scoring– Words spelled correctly as a probe percentage
CBA for Written Expression
• Writing samples on curriculum taught– Identify type and level of mastery
– Scoring• As in CBM
• Administer to all students in class
• Compare target student to students in class
• Note taking samples– Identify learning task (e.G., Lecture, group work)
– Compare to other students in class
Scoring of Note Taking Samples
• Identify notes organization– Outline, free write, other structure (matrix)
• Legibility– Number of recognizable words
– Teacher ranking (e.G., Which would you give to another student for study?)
• Information units– Complete thought = one information unit
• T- unit– Subject verb combinations