Advisor(s) - Committee Chair
Sarah Bonis, Carl Myers, Shawna GIlbert
Department of Psychology
Specialist in Education
Writing is an important skill for school, work, and life. However, many students fail to demonstrate proficiency in writing by the time they graduate high school. While schools have some systems in place to identify struggling writers, many fail to use written-expression curriculum-based measures because they are not viewed as user friendly. Many state writing assessments are now typed on computers. This project examined the utility of typed WE-CBM by finding the alternate form reliability for two administration forms of WE-CBM (hand-written and typed). Results suggest that reliability is variable across time, grade, and WE-CBM score type, and very few reliabilities were adequate for use in progress monitoring. Additional research will be needed to examine the use of WE-CBM scores through a typed administration.
Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Other Education | Psychology | Social and Behavioral Sciences
Mulaski, Joseph, "Hand-written Versus Typed Student Responses: A Study on WE-CBM & Alternate-form Reliability" (2023). Masters Theses & Specialist Projects. Paper 3629.
Available for download on Saturday, April 18, 2026