{"id":{"repo_id":"wku-diss","oai_identifier":"oai:digitalcommons.wku.edu:theses-1176"},"canonical_url":"https://search.dev.ndltd.org/etd/wku-diss/oai:digitalcommons.wku.edu:theses-1176","repository":{"repo_id":"wku-diss","name":"Western Kentucky University","base_url":"https://digitalcommons.wku.edu/do/oai/"},"display":{"title":"The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression","abstract":"This project used Curriculum-Based Measurement (CBM) in the area of Written Expression to establish district norms for Bowling Green City Schools. CBM uses brief fluency measures as indicators of students' academic performance. With the use of CBM, it is possible to identify students who are considered to be at-risk for educational performance. AIMSweb probes were used to assess 1,565 first through fifth grade students from five elementary schools within the Bowling Green Independent School District. Performance was scored using the three most common scoring indices: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data collected from this study are presented as norms at the building and district-wide levels. Each table (see Tables 2 -16) indicates student performance from each school on TWW, WSC, or CWS for a specific grade level. The tables illustrate what raw score corresponds to percentile ranks at the 10th,16th, 25th, 50th, 75th, 84th, and 90th percentiles. The 50th percentile would be considered typical performance for an \"average\" student at that particular time of year and grade level. Findings from this study will be beneficial in making educational decisions regarding students potentially at risk for difficulties in the area of written expression.","abstract_html":"This project used Curriculum-Based Measurement (CBM) in the area of Written Expression to establish district norms for Bowling Green City Schools. CBM uses brief fluency measures as indicators of students' academic performance. With the use of CBM, it is possible to identify students who are considered to be at-risk for educational performance. AIMSweb probes were used to assess 1,565 first through fifth grade students from five elementary schools within the Bowling Green Independent School District. Performance was scored using the three most common scoring indices: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data collected from this study are presented as norms at the building and district-wide levels. Each table (see Tables 2 -16) indicates student performance from each school on TWW, WSC, or CWS for a specific grade level. The tables illustrate what raw score corresponds to percentile ranks at the 10th,16th, 25th, 50th, 75th, 84th, and 90th percentiles. The 50th percentile would be considered typical performance for an "average" student at that particular time of year and grade level. Findings from this study will be beneficial in making educational decisions regarding students potentially at risk for difficulties in the area of written expression.","abstract_has_math":false,"creators":["Youngman, Elizabeth Anne"],"institution":null,"degree_name":"Specialist in Education","degree_level":null,"degree_discipline":"Department of Psychology","degree_department":null,"school":null,"contributors":["Dr. Carl L. Myers (Director), Dr. Lisa C. Duffin, Dr. Jacquelyn Pope-Tarrence"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-04-01T07:00:00Z","date_published":"2010-04-01T07:00:00Z","updated_at":"2026-07-24T06:07:10Z","subjects":["education standards","curriculum-based instruction","behavior modification","educational tests and measurements","No Child Left Behind Act of 2001","Curriculum-Based Measurement (CBM)","Child Psychology","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Social Psychology","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/174","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Carl L. Myers (Director), Dr. Lisa C. 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CBM uses brief fluency measures as indicators of students' academic performance. With the use of CBM, it is possible to identify students who are considered to be at-risk for educational performance. AIMSweb probes were used to assess 1,565 first through fifth grade students from five elementary schools within the Bowling Green Independent School District. Performance was scored using the three most common scoring indices: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data collected from this study are presented as norms at the building and district-wide levels. Each table (see Tables 2 -16) indicates student performance from each school on TWW, WSC, or CWS for a specific grade level. The tables illustrate what raw score corresponds to percentile ranks at the 10th,16th, 25th, 50th, 75th, 84th, and 90th percentiles. The 50th percentile would be considered typical performance for an \"average\" student at that particular time of year and grade level. Findings from this study will be beneficial in making educational decisions regarding students potentially at risk for difficulties in the area of written expression."]},{"key":"dc:title","label":"Title","values":["The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression"]}]}],"canonical_facts":{"dc:contributor":["Dr. Carl L. Myers (Director), Dr. Lisa C. Duffin, Dr. Jacquelyn Pope-Tarrence"],"dc:creator":["Youngman, Elizabeth Anne"],"dc:description.abstract":["This project used Curriculum-Based Measurement (CBM) in the area of Written Expression to establish district norms for Bowling Green City Schools. CBM uses brief fluency measures as indicators of students' academic performance. With the use of CBM, it is possible to identify students who are considered to be at-risk for educational performance. AIMSweb probes were used to assess 1,565 first through fifth grade students from five elementary schools within the Bowling Green Independent School District. Performance was scored using the three most common scoring indices: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data collected from this study are presented as norms at the building and district-wide levels. Each table (see Tables 2 -16) indicates student performance from each school on TWW, WSC, or CWS for a specific grade level. The tables illustrate what raw score corresponds to percentile ranks at the 10th,16th, 25th, 50th, 75th, 84th, and 90th percentiles. The 50th percentile would be considered typical performance for an \"average\" student at that particular time of year and grade level. Findings from this study will be beneficial in making educational decisions regarding students potentially at risk for difficulties in the area of written expression."],"dc:identifier":["https://digitalcommons.wku.edu/theses/174"],"dc:subject":["education standards","curriculum-based instruction","behavior modification","educational tests and measurements","No Child Left Behind Act of 2001","Curriculum-Based Measurement (CBM)","Child Psychology","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Social Psychology","Special Education and Teaching"],"dc:title":["The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression"],"dc:type":["Thesis"],"thesis:degree_discipline":["Department of Psychology"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T06:07:10Z"}