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Curriculum-Based Measurement in Languages Other than English: A Scoping Review and Call for Research

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Title: Curriculum-Based Measurement in Languages Other than English: A Scoping Review and Call for Research
Language: English
Authors: Mariana Vazquez (ORCID 0000-0001-5992-9306), Anna L. Laakman, Elias S. Loria Garro (ORCID 0000-0002-3842-5739), Samantha X. L. Tan, Milena A. Keller-Margulis (ORCID 0000-0001-7539-5375)
Source: Contemporary School Psychology. 2024 28(3):341-352.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Descriptors: Curriculum Based Assessment, Skill Development, Bilingual Students, Native Language, English (Second Language), Academic Achievement, Student Diversity, Public Schools, Language of Instruction, Evaluation Methods, Student Evaluation
DOI: 10.1007/s40688-023-00487-z
ISSN: 2159-2020
2161-1505
Abstract: Approximately five million students in US public schools have a home language other than English and are actively learning English (National Center for Education Statistics, 2020), indicating that a large number of students could be considered emergent bilingual (EB). Although measuring student skills in English may be informative, it does not provide a complete understanding of student skill and language development because the student's native language is not considered. Curriculum-based measurement (CBM) is often used in schools to measure student academic skills because of its utility in understanding student performance, educational decision-making, and progress monitoring. However, there is limited understanding of the extent of the empirical literature focused on CBMs in languages other than English. Results of this scoping review of the available empirical literature on CBM in other languages with linguistically diverse student populations highlight the need to further understand and expand this area of research given the rise of the emergent bilingual student population and dual-language program in US public schools.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1435777
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Mariana+Vazquez%22">Mariana Vazquez</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5992-9306">0000-0001-5992-9306</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+L%2E+Laakman%22">Anna L. Laakman</searchLink><br /><searchLink fieldCode="AR" term="%22Elias+S%2E+Loria+Garro%22">Elias S. Loria Garro</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3842-5739">0000-0002-3842-5739</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samantha+X%2E+L%2E+Tan%22">Samantha X. L. Tan</searchLink><br /><searchLink fieldCode="AR" term="%22Milena+A%2E+Keller-Margulis%22">Milena A. Keller-Margulis</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7539-5375">0000-0001-7539-5375</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+School+Psychology%22"><i>Contemporary School Psychology</i></searchLink>. 2024 28(3):341-352.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Approximately five million students in US public schools have a home language other than English and are actively learning English (National Center for Education Statistics, 2020), indicating that a large number of students could be considered emergent bilingual (EB). Although measuring student skills in English may be informative, it does not provide a complete understanding of student skill and language development because the student's native language is not considered. Curriculum-based measurement (CBM) is often used in schools to measure student academic skills because of its utility in understanding student performance, educational decision-making, and progress monitoring. However, there is limited understanding of the extent of the empirical literature focused on CBMs in languages other than English. Results of this scoping review of the available empirical literature on CBM in other languages with linguistically diverse student populations highlight the need to further understand and expand this area of research given the rise of the emergent bilingual student population and dual-language program in US public schools.
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