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Examining Reliability and Growth Rates of Spanish Language Written Expression Curriculum-Based Measurement (SWE-CBM) with Emergent Bilingual Students (EBs): An Exploratory Study.

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Title: Examining Reliability and Growth Rates of Spanish Language Written Expression Curriculum-Based Measurement (SWE-CBM) with Emergent Bilingual Students (EBs): An Exploratory Study.
Authors: Garro, Elías S. Loría1 (AUTHOR) loriagarro@kennedykrieger.org, Keller-Margulis, Milena2 (AUTHOR), Vazquez, Mariana3 (AUTHOR), Kim, Hanjoe4 (AUTHOR), Aguirre-Muñoz, Zenaida5 (AUTHOR)
Source: Contemporary School Psychology (Springer Science & Business Media B.V.). Mar2026, Vol. 30 Issue 1, p129-139. 11p.
Subject Terms: *Bilingual students, *Curriculum-based assessment, *Bilingual education, *Language ability testing, *Evaluation methodology, Statistical reliability
Abstract: This study is a preliminary investigation of the reliability of Spanish-language Written Expression Curriculum-Based Measurement (SWE-CBM) used to identify the writing performance of Emergent Bilingual (EB) students. The use of technically adequate, fair, feasible, and meaningful screening instruments is critical for measuring the academic skills of EBs. SWE-CBM prompts were administered to a sample of 47 second- and third-grade students in bilingual classrooms. Responses were scored using production-dependent, production-independent, and accurate-production metrics, along with additional scoring variables specifically developed for the Spanish language. Data analyses included descriptive statistics and correlational analyses across multiple time points. Interrater reliability results ranged from.88 to 1.00, and significant alternate-form reliability correlations ranged from.38 to.65 when administered across grades and prompt variations. This study contributes to the measurement of writing performance by providing much-needed information regarding the technical adequacy of CBM for assessing the writing skills of EBs in their native language. Additionally, the results inform necessary modifications to scoring CBM in Spanish that could enhance reliability when used with EBs. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study is a preliminary investigation of the reliability of Spanish-language Written Expression Curriculum-Based Measurement (SWE-CBM) used to identify the writing performance of Emergent Bilingual (EB) students. The use of technically adequate, fair, feasible, and meaningful screening instruments is critical for measuring the academic skills of EBs. SWE-CBM prompts were administered to a sample of 47 second- and third-grade students in bilingual classrooms. Responses were scored using production-dependent, production-independent, and accurate-production metrics, along with additional scoring variables specifically developed for the Spanish language. Data analyses included descriptive statistics and correlational analyses across multiple time points. Interrater reliability results ranged from.88 to 1.00, and significant alternate-form reliability correlations ranged from.38 to.65 when administered across grades and prompt variations. This study contributes to the measurement of writing performance by providing much-needed information regarding the technical adequacy of CBM for assessing the writing skills of EBs in their native language. Additionally, the results inform necessary modifications to scoring CBM in Spanish that could enhance reliability when used with EBs. [ABSTRACT FROM AUTHOR]
ISSN:21592020
DOI:10.1007/s40688-025-00553-8