쓰기 교육과정중심측정(CBM-W)의 요인 구조에 관한 연구 = Factor Structure of Curriculum-Based Measurement in Writing

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the factor structure of curriculum based measurement in writing(CBM-W). A total of 596 elementary school students participated in CBM-W test. The writing samples were scored for 10 different CBM-W indices. This study examined the factor structure of CBM-W using principal component analysis and confirmatory factor analysis. Major results are summed up as follows. First, principal component analysis supported three-factor structure , with the factor labeled fluency-based indices, accuracy-based indices, and sentence complexity indices respectively. Second, confirmatory factor analysis supported four-factor structure, with the factor labeled fluency-based indices, accuracy-based indices, sentence complexity indices, and spell and punctuation indices respectively. Third, `words per sentence,` `number of sentences`, and `accuracy-based indices` exhibited low reliability and/or high skewness or kurtosis.. The results, limitations of the study, and directions for future research were discussed.

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