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Curriculum-based Assessment

Curriculum-based Assessment. Written Expression. Purposes of Assessment. Convention mastery Expressive mastery Functional mastery. Conventional Mastery. Knowledge and application Types Writing conventions Grammar Spelling Function of Accuracy. Expressive Mastery. Conveying ideas

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Curriculum-based Assessment

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  1. Curriculum-based Assessment Written Expression

  2. Purposes of Assessment • Convention mastery • Expressive mastery • Functional mastery

  3. Conventional Mastery • Knowledge and application • Types • Writing conventions • Grammar • Spelling • Function of Accuracy

  4. Expressive Mastery • Conveying ideas • Some to many • Conveying complete ideas • Cohesion and organization • Flexibility of conveyance • Multiple ways to say the same thing • Extended vocabulary • Use of specific genres • Function of fluency

  5. Functional Mastery • Writing for specifically useful purposes • E.G., Letters of application • Descriptive sequence • Steps to instruction • Recipes • Technology skill • Word processing • Spell/grammar checking • Formatting/use of templates

  6. Different sequences convey different perspectives Scope and Sequence

  7. Curriculum-based Measures of Written Expression (Shinn, 1989) • Story starters • Read one-sentence story starter • Student thinks about what to write for one minute • Student continuously writes a story for three minutes • Scoring options • Total words written (correct or incorrect spelling, no numbers not spelled, title, names) • Words spelled correctly • Total letters written (spelled correct or incorrect) • Correct word sequences (information units): connected words = one sequence, numbers next to words are not

  8. CBM for Spelling (Shinn, 1989) • 2 – minute spelling probes of curriculum-based words at 10-second (grade 1-3) or 7-second intervals (grade 4-8) • 12-13 words for 10-second probes • 17-18 words for 7-second probes • No new words in last 3 seconds, allow student to finish the last word • Scoring • Words spelled correctly as a probe percentage

  9. CBA for Written Expression • Writing samples on curriculum taught • Identify type and level of mastery • Scoring • As in CBM • Administer to all students in class • Compare target student to students in class • Note taking samples • Identify learning task (e.G., Lecture, group work) • Compare to other students in class

  10. Scoring of Note Taking Samples • Identify notes organization • Outline, free write, other structure (matrix) • Legibility • Number of recognizable words • Teacher ranking (e.G., Which would you give to another student for study?) • Information units • Complete thought = one information unit • T- unit • Subject verb combinations

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