چکیده:
The purpose of this study was to examine the effect of using Curriculum-Based Measurement (CBM) on the learners’ achievement in L2 grammar and reading in an EFL context and to further investigate whether the students’ classroom performances would predict their final exam results. To conduct this study, two classes, each containing 30 female students, were selected among the existing 1st grade high school classes in a high school. Prior to the treatment, all participants were given both reading and grammar tests so as to make sure of any initial differences among them. CBM was randomly implemented in one of these classes (as an experimental group) once a week over a 12-week period to monitor their progress in reading and grammar. At the end of the treatment, all participants took the achievement test. The results of two independent-samples t-tests indicated that CBM significantly improved students’ L2 reading and grammar achievement during the term. Also, the results of two linear correlations revealed that CBM outcomes during a semester significantly predicted final exam results.
خلاصه ماشینی:
8. 2012) Abstract The purpose of this study was to examine the effect of using Curriculum-Based Measurement (CBM) on the learners’ achievement in L2 grammar and reading in an EFL context and to further investigate whether the students’ classroom performances would predict their final exam results.
The use of CBM procedures for assessing ongoing student progress and for making instructional decisions has been investigated for validation (Stecker, Fuchs, & Fuchs, 2005).
Using collective information from multiple assessment procedures results in the reduction of measurement error and permits the teacher to make judgments about whether the student shows that he is on the right track toward achieving the long-term goal and to make decisions correctly regarding the effectiveness of any instructional programs (Stecker et al.
Curriculum-based measurement (CBM) has demonstrated to be a potential method for assessing both level and growth of student performance in skill achievement.
2) There is no significant difference between English grammar achievement of students who receive CBM with those who do not receive any especial kinds of measurement during the course 3) There is no relationship between the results obtained based on CBM regarding reading during a semester and the student’s end-of-the-semester performances.
Considering descriptive statistics and mean scores, it can be inferred that the experimental group performed better than Table 7: Independent-samples t-test of the grammar posttest The relationship between students' classroom performances and their final- exam results The third and fourth hypotheses of the study were that there is no relationship between the results obtained based on CBM regarding reading and grammar during a semester and the students' end-of-the- semester performances.