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Dissertation/Thesis Abstract

A Preliminary Investigation of Racial Bias in Early Writing Curriculum-Based Measures
by Kondisko, Joseph E., Ed.D., Wilkes University, 2017, 171; 10268010
Abstract (Summary)

Using de-identified data, this study investigated the relationship between racial categories with curriculum-based early writing measures (CBM-W), which included word dictation, picture word sentence writing, and story prompt tasks for over 300 participants in Grades 1, 2, and 3. Words written, words spelled correctly, correct letter sequences, incorrect letter sequences, and correct-minus-incorrect letter sequences were scoring procedures used to measure student performance in the data set. A one-way ANOVA tested for significant relationships between racial categories across all assessments, test forms, and scoring procedures. Fisher’s LSD was applied post hoc for further examination of significant relationships reported from the ANOVA. Overall, findings from this preliminary investigation into racial bias of CBM-W, revealed nonsignificant relationships between racial categories. However, further investigation regarding socioeconomic status, English as a second language (ESL) learners, and background knowledge variables is necessary.

Indexing (document details)
Advisor: Cooper, Lori
Commitee: Letwinsky, Karim, McMaster, Kristen
School: Wilkes University
Department: Educational Leadership
School Location: United States -- Pennsylvania
Source: DAI-A 78/09(E), Dissertation Abstracts International
Subjects: Language arts, Educational tests & measurements, Elementary education
Keywords: Curriculum based measure, Writing
Publication Number: 10268010
ISBN: 978-1-369-72473-8
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