Predictive Validity of Curriculum-Based Measures for English Learners at Varying English Proficiency Levels.

Autor:	Kim, Jennifer Sun, Vanderwood, Michael L., Lee, Catherine Y.
Předmět:	ENGLISH language education CURRICULUM OUTCOME-based education SPANISH-speaking students PREDICTION models
Zdroj:	Educational Assessment; Jan-Mar2016, Vol. 21 Issue 1, p1-18, 18p
Abstrakt:	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. [ABSTRACT FROM AUTHOR]
Databáze:	Complementary Index
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