CBM Progress Monitoring in Foreign Language Learning for Secondary School Students: Technical Adequacy of Different Measures and Scoring Procedures. (September 2013)

• Record Type: Journal Article
• Authors: Chung, Siuman; Espin, Christine A.
• Other Names: Lembke Erica S. guest-editor.
• Is Part Of: Assessment for effective intervention. Volume 38:Number 4(2013)
• Page Start: 236
• Page End: 248
• Publication Date: 2013-09
• Subjects: content area assessment -- curriculum-based measurement -- progress monitoring -- foreign language learning; Educational tests and measurements -- Periodicals; Special education -- Periodicals; 371.2605
• DOI: 10.1177/1534508413489723
• Languages: English
• ISSNs: 1534-5084

Abstract

The reliability and validity of three curriculum-based measures as indicators of learning English as a foreign language were examined. Participants were 260 Dutch students in Grades 8 and 9 who were receiving English-language instruction. Predictor measures were maze-selection, Dutch-to-English word translation, and English-to-Dutch word translation. Criterion variables were years of English instruction, school level, course grades, and scores on a standardized reading test. Different scoring procedures and time frames were compared. Alternate-form reliabilities ranged from .44 to .88. Significant differences in maze scores were found between school levels but not between years of English-language instruction. Correlations between predictor and criterion variables ranged from .19 to .79. A regression analysis revealed that a combination of maze and English-to-Dutch translation predicted English course grades better than a single measure alone.