Curriculum-Based Measurement(CBM) Orthography through Error Identification Tests
Currently, there are no diagnostic procedures for the formative assessment of the learning progression regarding the spelling competencies at the secondary school level. This research gap is intended to be closed in the future. In status-diagnostic assessments (including the Hamburger Schreib-Probe; May, Malitzky & Vieluf, 2022) as well as in the existing progress-monitoring measurement procedures (e.g. RESI 1-4, Blumenthal, Sikora & Mahlau, 2021) the active facet of spelling competence (correct writing) is typically assessed using dictations.
Although solving error identification tasks requires different cognitive processes than spelling production (Endlich, Lenhard, Marx & Richter, 2021), national (e.g., Lenhart et al., 2019; Schneider, Martinez Méndez & Hasselhorn, 2014) and international (e.g., Frisbie & Cantor, 1995; Westwood, 1999) studies demonstrate high correlations between both skills, both for primary and secondary education.
For Curriculum-Based Measurement (CBM), error identification tasks offer high potential:
- The efficiency of implementation and evaluation is higher than that of dictations.
- Errors due to incorrect or unclear dictation by the teacher are avoided, thus increasing the objectivity of implementation.
- The problem of low evaluation objectivity in dictations (e.g., Birkel, 2009) is overcome.
- All mentioned advantages can be further enhanced by computer-based implementation, which is possible from early elementary school age (Endlich et al., 2021).
It is not yet known whether error identification tests are a suitable indicator for curriculum-based measurement. Their sensitivity to change is particularly crucial for this. To fill this research gap, parallel, curriculum-based test versions for grades 5 and 6 are currently being developed. Subsequently, the psychometric quality of the developed measurement methods will be evaluated.
Click here to view the project in the research database of Europa-Universität Flensburg.
Contacts
Prof. Dr.Simon Sikora
- Phone
- +49 461 805 2994
- simon.sikora-PleaseRemoveIncludingDashes-@uni-flensburg.de
- Building
- Gebäude Helsinki
- Room
- HEL 236
- Street
- Auf dem Campus 1a
- Post code / City
- 24943 Flensburg
Janne Kristin Berner
- Phone
- +49 461 805 2697
- janne.berner-PleaseRemoveIncludingDashes-@uni-flensburg.de
- Building
- Gebäude Helsinki
- Room
- HEL 231
- Street
- Auf dem Campus 1a
- Post code / City
- 24943 Flensburg
References
Birkel, P. (2009). Rechtschreibleistung im Diktat - eine objektiv beurteilbare Leistung? Didaktik Deutsch, 27, 5-32.
Blumenthal, S., Sikora, S. & Mahlau, K. (2021). Lernverlaufsdiagnostik im Rechtschreibunterricht der Grundschule. Konstruktion und Güte eines curriculumbasierten Messverfahrens. Diagnostica. https://doi.org/10.1026/0012-1924/a000261
https://doi.org/10.1024/2235-0977/a000324
https://doi.org/10.1111/j.1745-3984.1995.tb00456.x
(2017). The method of educational assessment affects children's neural processing and performance: Behavioural and fMRI Evidence. npj Science of Learning , 2 (10), 1-7. https://doi.org/10.1038/s41539-017-0010-9
Lenhart, M., Marx, P., Segerer, R. & Schneider, W. (2019). Rechtschreibung ohne Schreiben. Messen Fehleridentifikation und Diktat dasselbe? Diagnostica, 65 (4), 216-227. https://doi.org/10.1026/0012-1924/a000229
May, P., Malitzky, V. & Vieluf, U. (2022). HSP 1-10. Hamburger Schreib-Probe. Handbuch Diagnose orthografischer Kompetenz. Stuttgart: Klett.
Schneider, M., Martinez Méndez, R. & Hasselhorn, M. (2014). Fehleridentifikationstest - Rechtschreibung für fünfte und sechste Klassen (R-FIT 5-6+). Göttingen: Hogrefe.
Westwood, P. (1999). The correlation between results from different types of spelling test and children’s spelling ability when writing. Australian Journal of Learning Disabilities, 4 (1), 31-36. https://doi.org/10.1080/19404159909546584