A literature synthesis of curriculum‐based measurement in writing for English learners

Abstract

AbstractThe purpose of this article is to systematically examine the literature around Curriculum Based Measurement in Writing (CBM‐W) for English learners (ELs) in English. We reviewed the literature to identify published research studies examining CBM‐W that disaggregated data for ELs. We identified six published studies examining the technical adequacy of CBM‐W specifically for ELs. The studies examined a variety of types of CBM‐W across diverse populations of ELs but all were restricted to stage 1 of CBM research. Only one study included ELs participating in a bilingual model of instruction and their findings contrasted with other studies including ELs participating in English‐only models of instruction. While there is emerging evidence of the technical adequacy for ELs across a variety of CBM‐W types for screening purposes, there is little evidence to currently support their use for progress‐monitoring or for ELs participating in bilingual models of instruction. Suggestions for current practice and future research are described.