Elementary school teachers' perceptions of curriculum-based measures of written expression
DOI
https://doi.org/10.7275/17ny-dw61
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.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Gansle, Kristin A.; Gilbertson, Donna N.; and VanDerHeyden, Amanda M.
(2019)
"Elementary school teachers' perceptions of curriculum-based measures of written expression,"
Practical Assessment, Research, and Evaluation: Vol. 11, Article 5.
DOI: https://doi.org/10.7275/17ny-dw61
Available at:
https://scholarworks.umass.edu/pare/vol11/iss1/5