Assessment of second language proficiency using curriculum-based measurement

The purpose of this study was to investigate the criterion-related validity of Curriculum-Based Measures in second language learning. Student performance samples in second language learning: Korean-to-English and English-to-Korean vocabulary-translation measures and maze-selection measures were collected from 120 third year of middle school students in Seoul Korea. Student performance samples were collected from two different schools. Correlations between curriculum-based measures of second-language learning and the criterion variable were moderately-strong to strong. All three measures showed statistically significant correlations and the predictor variables might be used as potential indicators of students' English performance for ELL students or in other second-language learning.