Abstract
Understanding students’ progress towards meeting grade-level expectations within an academic year is the goal of many education stakeholders so that they can make decisions to adjust instruction and improve students’ learning trajectories. The purpose of this study was to explore 4th and 5th grade students’ progress towards meeting expectations in writing, using a curriculum-based measurement metric. Typed writing samples in narrative, persuasive, and passaged-based informational genres were collected in a one-year longitudinal design with four time points. Multilevel change models revealed evidence of quadratic change across the school year with significant change in the narrative genre but no statistically significant change in the other genres. Type of change (fan-spread growth or mastery learning) and growth based on initial transcription, spelling, and reading abilities were also explored.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
