ERIC Number: EJ1091988
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1062-7197
EISSN: N/A
Predictive Validity of Curriculum-Based Measures for English Learners at Varying English Proficiency Levels
Kim, Jennifer Sun; Vanderwood, Michael L.; Lee, Catherine Y.
Educational Assessment, v21 n1 p1-18 2016
This study examined the predictive validity of curriculum-based measures in reading for Spanish-speaking English learners (ELs) at various levels of English proficiency. Third-grade Spanish-speaking EL students were screened during the fall using DIBELS Oral Reading Fluency (DORF) and Daze. Predictive validity was examined in relation to spring reading outcomes on a statewide assessment. Overall, results revealed that DORF was a stronger predictor of reading outcomes than was Daze. Although Daze was a significant predictor when examined individually, it did not explain significant additional variance beyond DORF. There was not a significant difference in the predictive validity of DORF or Daze for students of varying English proficiency levels. However, the predictive accuracy of DORF and Daze cut-scores varied by English proficiency levels. The results suggest that schools may consider minimizing assessment time by only using DORF when screening.
Descriptors: Predictive Validity, Curriculum Based Assessment, English Language Learners, Language Proficiency, Reading Skills, Spanish Speaking, Elementary School Students, Grade 3, Oral Reading, Reading Fluency, Emergent Literacy, Reading Tests, Outcomes of Education, Accuracy, Cutting Scores, Screening Tests, Standardized Tests, Statistical Bias, Language Tests, Reading Comprehension, Achievement Tests, Reading Achievement, Correlation, Multiple Regression Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A