The Utility of CBM Written Language Indices: An Investigation of Production-Dependent, Production-Independent, and Accurate-Production Scores

Abstract

This study examined the utility of three categories of CBM written language indices including production-dependent indices (Total Words Written, Words Spelled Correctly, and Correct Writing Sequences), production-independent indices (Percentage of Words Spelled Correctly and Percentage of Correct Writing Sequences), and an accurate-production indicator (Correct Minus Incorrect Writing Sequences) and was designed to answer three research questions. First, how do these categories of CBM written language scores relate to criterion measures, thus providing evidence for their valid use in assessing written language? Second, how do the three categories of CBM written language scores compare to one another across grade levels? Finally, are there gender differences in CBM writing scores? Predictions were tested using a sample of 203 second-, fourth-, and sixth-grade students from an Illinois school district. Results indicated grade level differences in how measures of written language related to students' scores on a published standardized achievement test, their Language Arts grade, and an analytic rating. Specifically, with older students, the production-independent and accurate-production measures were more related to standardized achievement scores, an analytic rating, and classroom grades than measures of writing fluency. Implications were made regarding the appropriateness of using each type of CBM written language index for different age levels, gender, and assessment purposes.

Additional information

Notes on contributors

Jennifer Jewell

Jennifer Jewell received her PhD in Psychology (School specialization) at Northern Illinois University in DeKalb. She is a school psychologist with Woodford County Special Education Association in Illinois and is an adjunct professor in the Psychology Department at Bradley University in Peoria, IL. Her primary research area is curriculum-based measurement in written language.

Christine Kerres Malecki

Christine Kerres Malecki received her PhD in Educational (School) Psychology from the University of Wisconsin-Madison in 1998 and is an associate professor in the Psychology Department at Northern Illinois University in DeKalb. Her primary research interests are in curriculum-based measurement and social support in children and adolescents.