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ERIC Number: EJ1015155
Record Type: Journal
Publication Date: 2013-Sep
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1534-5084
CBM Progress Monitoring in Foreign Language Learning for Secondary School Students: Technical Adequacy of Different Measures and Scoring Procedures
Chung, Siuman; Espin, Christine A.
Assessment for Effective Intervention, v38 n4 p236-248 Sep 2013
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.)
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Publication Type: Reports - Research; Journal Articles
Education Level: Secondary Education; Grade 8; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A