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

Autor/inn/en	Chung, Siuman; Espin, Christine A.
Titel	CBM Progress Monitoring in Foreign Language Learning for Secondary School Students: Technical Adequacy of Different Measures and Scoring Procedures
Quelle	In: Assessment for Effective Intervention, 38 (2013) 4, S.236-248 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508413489723
Schlagwörter	Curriculum Based Assessment; Progress Monitoring; Secondary School Students; Second Language Learning; Test Reliability; Test Validity; Scoring; English (Second Language); Grade 8; Grade 9; Correlation; Cloze Procedure; Translation; Indo European Languages; Language Tests; Language Proficiency; Multiple Choice Tests; Foreign Countries; Regression (Statistics); Netherlands + Suchen Sie Ihr Suchwort? Sekundarschüler; Zweitsprachenerwerb; Testreliabilität; Testvalidität; Bewertung; English as second language; English; Second Language; Englisch als Zweitsprache; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Korrelation; Lückentext; Indoeuropäisch; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Ausland; Regression; Regressionsanalyse; Niederlande
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 0.44 to 0.88. 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 0.19 to 0.79. A regression analysis revealed that a combination of maze and English-to-Dutch translation predicted English course grades better than a single measure alone. (Contains 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10