Elementary school teachers' perceptions of curriculum-based measures of written expression

Kristin A. Gansle · Donna Gilbertson · Amanda M. VanDerHeyden

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Behavioral and Psychological Studies Reading and Literacy Development Writing and Handwriting Education

Abstract

Despite evidence indicating the general acceptability of curriculum-based measures (CBM) to teachers (e.g., Eckert, Shapiro, & Lutz, 1995), there has to date been no empirical evidence demonstrating the relative level of acceptability of measures of written expression that might set the stage for their increased adoption by teachers. Results of an exploratory survey designed to assess teacher's perceptions of various measures of written expression are reported. The relative acceptability of the measures for this sample of 335 teachers from several locations throughout the United States, the relationship of the measures to demographics, and directions for future research are discussed. Accessed 25,349 times on https://pareonline.net from March 29, 2006 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right.

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References

2001The Importance of Noncognitive Skills: Lessons from the GED Testing Program 1989Curriculum-based measurement: Assessing special children.2005Class and schools: using social, economic, and educational reform to close the black-white achievement gap 1989Assessment of Treatment Integrity in School Consultation and Prereferral Intervention 1988The Validity of Informal Reading Comprehension Measures 1998Advanced applications of curriculum-based measurement 1981Acceptability of child treatment techniques: The influence of treatment efficacy and adverse side effects 1983Assessing the acceptability of behavioral interventions used in classrooms

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