The effects of Curriculum-Based Measurement on EFL learners' achievements in grammar and reading

The purpose of this study was to examine the effect of using Curriculum-Based Measurement (CBM) on the learners’ achievement in L۲ 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  ۳۰  female  students,  were selected  among  the  existing  ۱st  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  ۱۲-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’ L۲  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.

Keywords:

Curriculum-Based Measurement , Formative Assessment , summative assessment , reading achievement , grammar achievement