[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592732-105":59,"doc-detail-592732-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","exploration-of-new-complexity-metrics-for-curriculum-based-measures-of-writing-2019","Exploration of New Complexity Metrics for Curriculum-Based Measures of Writing - 2019","","Researchers and practitioners question whether scoring procedures in curriculum-based measures of writing (CBM-W) reflect real growth in the complexity of writing. Using data from six independent samples, the study evaluates two proposed scoring metrics for picture word CBM-W: Correct Word Sequences per Response (CWSR) and Words Written per Response (WWR). Results from linear regression show CWSR predicts standardized criterion outcomes more often than WWR or the current CWS standard. Future work should test growth over time, stability, diagnostic accuracy, and instructional decision utility.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploration-of-new-complexity-metrics-for-curriculum-based-measures-of-writing-2019/592732/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploration-of-new-complexity-metrics-for-curriculum-based-measures-of-writing-2019/592732.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study address about CBM-W scoring?","Question",{"text":112,"@type":113},"It examines whether the scoring procedures used with curriculum-based measures of writing capture growth in the complexity of writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which new complexity metrics are compared to the current standard?",{"text":117,"@type":113},"The study compares Correct Word Sequences per Response (CWSR) and Words Written per Response (WWR) against the current standard metric of correct word sequences (CWS).",{"name":119,"@type":110,"acceptedAnswer":120},"What do the regression analyses suggest about CWSR, WWR, and CWS?",{"text":121,"@type":113},"CWSR predicted scores on standardized norm-referenced criterion measures in more samples than did WWR or CWS.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592732,1792231298,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Exploration of New Complexity Metrics for Curriculum-Based Measures of Writing  \nAssessment for Effective Intervention 2019, Vol. 44(4) 256–266  \n© Hammill Institute on Disabilities 2018 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1534508418773448](DOI: 10.1177/1534508418773448)[ ](DOI: 10.1177/1534508418773448)[aei.sagepub.com](aei.sagepub.com)  \nKyle Wagner, SSP 1, Alex Smith, PhD2, Abigail Allen, PhD3,  \nKristen McMaster, PhD 1, Apryl Poch, PhD2, and Erica Lembke, PhD2  \nAbstract  \nResearchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response (CWSR) and words written per response (WWR) were compared with the current standard metric of correct word sequences (CWS). Linear regression analyses indicated that CWSR predicted scores on standardized normreferenced criterion measures in more samples than did WWR or CWS. Future studies should explore the capacity of CWSR and WWR to show growth over time, stability, diagnostic accuracy, and utility for instructional decision making.  \nKeywords  \ncurriculum-based measurement, written expression  \nWriting is a complex activity that requires the coordination and integration of both receptive and expressive language. Writing is further influenced by the specific task environment and cognitive resources such as attention, long-term memory, short-term memory, and working memory (Hayes & Berninger, 2014) . Due to its complexity, writing has proven difficult to measure. To guide assessment and instruction specifically in early writing, researchers have proposed a Simple View of Writing (e.g., Berninger & Amtmann, 2003), in which transcription skills (e.g., handwriting, spelling) work in conjunction with self-regulation (e.g., monitoring attention, working toward a goal) to promote text generation (e.g., generating words, sentences, and passages to write) . All three processes (transcription, selfregulation, text generation) are constrained by limited attention and memory resources. Using the Simple View as a framework, many researchers have focused on transcription skills, especially among young writers, and studies have shown a significant relationship between transcription skills and overall writing quality (e.g., Abbott, Berninger, & Fayol, 2010; Berninger et al., 1997; Graham, Berninger, Abbott, Abbott, & Whitaker, 1997) .  \nTranscription skills play a significant and critical role in writing development, especially among writers in the early elementary grades, and are thus justified in being incorporated into assessment. One specific approach to assessing writing is curriculum-based measures of writing (CBM-W), which includes scoring procedures that reflect accurate and  \nfluent transcription skills and have evidence of psychometric adequacy related to broader measures of writing proficiency (see McMaster et al., 2011; Ritchey et al., 2016, fora review) . However, transcription skills as currently measured using CBM-W do not explain all of the variance in writing quality and student performance on standardized writing assessments.  \nCBM-W  \nCurriculum-based measure (CBM) entails a set of global measures of academic performance that are quick and easy to administer, score, and interpret for teachers as well as affordable for schools (Deno, 1985) . CBM tasks are standardized across items, scoring procedures, and administration procedures. Standardization allows teachers and schools to interpret results both within and across students, which provides feedback regarding students’ responsiveness to instruction. To be most effective, CBM should have evidence that it is technically adequate and sensitive to change","cbCaisdK1Md9Yu7B","https://ap.wps.com/l/cbCaisdK1Md9Yu7B","pdf",400450,11,"English","# Abstract\n# Keywords\n# Writing complexity and assessment rationale\n## Simple View of Writing and transcription focus\n# Curriculum-based measures of writing (CBM-W)\n## Standardization and instructional decision use\n# CBM-W task levels and appropriateness\n## Sentence-level measures for early grades\n# Picture word CBM (PW)\n## Design, administration, and scoring limitations\n# Scoring procedures for CBM-W","[{\"question\":\"What question does the study address about CBM-W scoring?\",\"answer\":\"It examines whether the scoring procedures used with curriculum-based measures of writing capture growth in the complexity of writing.\"},{\"question\":\"Which new complexity metrics are compared to the current standard?\",\"answer\":\"The study compares Correct Word Sequences per Response (CWSR) and Words Written per Response (WWR) against the current standard metric of correct word sequences (CWS).\"},{\"question\":\"What do the regression analyses suggest about CWSR, WWR, and CWS?\",\"answer\":\"CWSR predicted scores on standardized norm-referenced criterion measures in more samples than did WWR or CWS.\"}]","Exploration of New Complexity Metrics for Curriculum-Based Measures of Writing - 2019 | PDF",1792075298,28]