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<p>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&#xa0;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.</p>

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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

  • 期刊论文

  • 发表日期：

    2025年11月25日

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  • Elías S. Loría Garro,
  • Milena Keller-Margulis,
  • Mariana Vazquez,
  • Hanjoe Kim,
  • Zenaida Aguirre-Muñoz

摘要

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.