Despite the growing popularity and utilization of Curriculum-Based Measurement for assessing students’ academic skills and for progress monitoring, little attention has been devoted to the area of written expression. Very few studies have been conducted to assess test-retest reliability. Only three previous studies were identified that examined the test-retest reliability of written expression curriculum-based measures. To address this issue, the current study examined the test-retest reliability of five common scoring procedures with students in grades 2, 4, and 6. A one-week time interval was used. Results indicated that while test-retest correlations were statistically significant and often at a moderate to moderately strong level, three of the measures showed statistically significant mean differences between the two test administrations in grade 6. The implications of these results are discussed.
","abstract_html":"<p>Despite the growing popularity and utilization of Curriculum-Based Measurement for assessing students’ academic skills and for progress monitoring, little attention has been devoted to the area of written expression. Very few studies have been conducted to assess test-retest reliability. Only three previous studies were identified that examined the test-retest reliability of written expression curriculum-based measures. To address this issue, the current study examined the test-retest reliability of five common scoring procedures with students in grades 2, 4, and 6. A one-week time interval was used. Results indicated that while test-retest correlations were statistically significant and often at a moderate to moderately strong level, three of the measures showed statistically significant mean differences between the two test administrations in grade 6. The implications of these results are discussed.</p>","abstract_has_math":false,"creators":["Hart, Mallory"],"institution":null,"degree_name":"Specialist in Education","degree_level":null,"degree_discipline":"Department of Psychology","degree_department":null,"school":null,"contributors":["Carl Myers (Director), Fredrick Grieve, Sally Kuhlenschmidt"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-08-01T07:00:00Z","date_published":"2014-08-01T07:00:00Z","updated_at":"2026-07-24T06:08:39Z","subjects":["CBM","Test-Retest Reliability","Curriculum and Instruction","School Psychology","Education","Educational Methods","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/1394","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carl Myers (Director), Fredrick Grieve, Sally Kuhlenschmidt"]},{"key":"dc:creator","label":"Author","values":["Hart, Mallory"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Other"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["CBM","Test-Retest Reliability","Curriculum and Instruction","School Psychology","Education","Educational Methods","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/1394"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Despite the growing popularity and utilization of Curriculum-Based Measurement for assessing students’ academic skills and for progress monitoring, little attention has been devoted to the area of written expression. Very few studies have been conducted to assess test-retest reliability. Only three previous studies were identified that examined the test-retest reliability of written expression curriculum-based measures. To address this issue, the current study examined the test-retest reliability of five common scoring procedures with students in grades 2, 4, and 6. A one-week time interval was used. Results indicated that while test-retest correlations were statistically significant and often at a moderate to moderately strong level, three of the measures showed statistically significant mean differences between the two test administrations in grade 6. The implications of these results are discussed.
"]},{"key":"dc:title","label":"Title","values":["Test-Retest Reliability of Curriculum-Based Measurement Written Expression Probes"]}]}],"canonical_facts":{"dc:contributor":["Carl Myers (Director), Fredrick Grieve, Sally Kuhlenschmidt"],"dc:creator":["Hart, Mallory"],"dc:description.abstract":["Despite the growing popularity and utilization of Curriculum-Based Measurement for assessing students’ academic skills and for progress monitoring, little attention has been devoted to the area of written expression. Very few studies have been conducted to assess test-retest reliability. Only three previous studies were identified that examined the test-retest reliability of written expression curriculum-based measures. To address this issue, the current study examined the test-retest reliability of five common scoring procedures with students in grades 2, 4, and 6. A one-week time interval was used. Results indicated that while test-retest correlations were statistically significant and often at a moderate to moderately strong level, three of the measures showed statistically significant mean differences between the two test administrations in grade 6. The implications of these results are discussed.
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