Expanding the Use of Curriculum-Based Measurement for Written Expression: A College Freshmen Norming Study
Open Access
Author:
Buser, Victoria
Graduate Program:
School Psychology
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
December 09, 2019
Committee Members:
Cristin Marie Hall, Dissertation Advisor/Co-Advisor Cristin Marie Hall, Committee Chair/Co-Chair Shirley Andrea Woika, Committee Member Katie Eileen Hoffman, Committee Member Anne Whitney, Outside Member James Clyde Diperna, Program Head/Chair
Keywords:
curriculum-based measurement written expression norms college students
Abstract:
Strong writing skills are essential for students from primary through post-secondary education, as there is evidence that writing skills are related to both academic performance and success in college and the workplace. One common method used to assess students’ current writing skills, monitor students’ progress related to writing skills, and aid in the identification of learning disabilities in written expression is Curriculum-Based Measurement in Written Expression (CBM-WE). Currently, CBM-WE norms only exist through Grade 8; however, CBM-WE norms could have utility with older students as well. The purpose of the current study was to develop CBM-WE norms based on college freshmen. Potential uses for these college CBM-WE norms are: a) providing a benchmark of the writing skills of college freshmen and b) identifying college students with learning disabilities related to written expression.
