The technical adequacy of curriculum-based writing measures with English learners

被引：12

作者：

Campbell, Heather ^{[1
]}

Espin, Christine A. ^{[2
]}

McMaster, Kristen ^{[3
]}

机构：

[1] St Olaf Coll, Northfield, MN 55057 USA

[2] Leiden Univ, NL-2333 AK Leiden, Netherlands

[3] Univ Minnesota, Minneapolis, MN 55455 USA

来源：

READING AND WRITING | 2013年 / 26卷 / 03期

关键词：

Assessment; CBM; Curriculum-based measurement; English as a second language; English language learners; Secondary school; Writing; WRITTEN EXPRESSION; STUDENT-ACHIEVEMENT; VALIDITY; FEATURES; INDEXES;

D O I：

10.1007/s11145-012-9375-6

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to examine the validity and reliability of Curriculum-Based Measures in writing for English learners. Participants were 36 high school English learners with moderate to high levels of English language proficiency. Predictor variables were type of writing prompt (picture, narrative, and expository), time (3, 5, and 7 min), and scoring procedure (words written, words spelled correctly, correct word sequences, correct minus incorrect word sequences). Criterion variables were teacher ratings of writing performance and student performance on the Test of Written Language-III, the writing subtest of the Test of Emerging Academic English, and the Minnesota state writing test. Results supported the validity and reliability of a 5 to 7-min writing sample written in response to a narrative or picture prompt and scored for percent of correct word sequences, correct minus incorrect word sequences, or words written plus correct minus incorrect word sequences.

引用

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页码：431 / 452

页数：22

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