Publication Date
Spring 2022
Advisor(s) - Committee Chair
Sarah Ochs (Director), Carl Myers and Andrea Norman
Degree Program
Department of Psychology
Degree Type
Specialist in Education
Abstract
Writing is an essential skill for students to have now and later in life. Many students’ writing skills are not proficient for their grade level due to writing being overshadowed by other core academic subjects/areas. Written Expression Curriculum-Based Measurement (WE-CBM) is used to identify those at-risk for poor writing performance, as well as to monitor students’ progress towards reaching an academic goal. This study examined how student performance changed from fall to winter on typed and written responses using WE-CBM. Results show that performance change significantly differed by response type for several scoring metrics for both fourth and fifth grade students. Additional research is needed to examine the use of typed responses with WE-CBM.
Disciplines
Educational Assessment, Evaluation, and Research | Educational Psychology | School Psychology
Recommended Citation
East, Connor, "Differences in Growth on Typed and Written WE-CBM" (2022). Masters Theses & Specialist Projects. Paper 3579.
https://digitalcommons.wku.edu/theses/3579
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, School Psychology Commons