Persistent URL of this record https://hdl.handle.net/1887/63990
Documents
-
- Download
- Title Pages_Contents
-
open access
-
- Download
- Chapter 3
-
open access
- Full text at publishers site
-
- Download
- Chapter 4
-
open access
- Full text at publishers site
-
- Download
- Chapter 6: Summary in English
-
open access
-
- Download
- Summary in Dutch
-
open access
-
- Download
- References_Acknowledgements_CV_Publications
-
open access
-
- Download
- Propositions
-
open access
In Collections
This item can be found in the following collections:
CBM progress monitoring in reading and foreign-language learning for secondary-school students
The research focuses on CBM at the secondary-school level in reading and foreign-language learning. Chapter 3 focuses on the development of CBM measures in foreign-language learning. The technical adequacy from scores on two CBM measures are examined: maze selection and word translation. In Chapters 4 and 5, our attention turns to reading, specifically, to using CBM to monitor growth in reading for secondary-school students. In Chapter 4, alternate-form...Show moreCurriculum-Based Measurement (CBM) is a progress-monitoring system designed to be used by educators to screen performance, to monitor growth, and to evaluate the effectiveness of interventions on the growth of students with learning difficulties. Implementation of CBM for monitoring growth and evaluating instruction involves frequent measurement of student performance. Scores from the measures are placed on graphs that depict growth over time and provide information to educators about how effective instruction has been.
The research focuses on CBM at the secondary-school level in reading and foreign-language learning. Chapter 3 focuses on the development of CBM measures in foreign-language learning. The technical adequacy from scores on two CBM measures are examined: maze selection and word translation. In Chapters 4 and 5, our attention turns to reading, specifically, to using CBM to monitor growth in reading for secondary-school students. In Chapter 4, alternate-form reliability, sensitivity, and validity of the scores as indicators of reading performance level and growth are examined. Both linear and nonlinear growth trajectories are considered. In Chapter 5, the stability of slopes generated from CBM maze scores, and factors related to the stability, are examined. The factors examined include duration, data collection schedule, and variation in maze scores.Show less
- All authors
- Chung, S.
- Supervisor
- Espin, C.A.
- Co-supervisor
- Stevenson, C.E.
- Committee
- Resing, W.C.M.; Segers, P.C.J.; Souvignier, A.E.
- Qualification
- Doctor (dr.)
- Awarding Institution
- Education and Child Studies , Social and Behavioural Sciences , Leiden University
- Date
- 2018-06-26