[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-582493-en":59,"doc-seo-582493-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":79,"preview_page_count":4},582493,137451207643,"Margaret","https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Initial Norms for the easyCBM® Spanish Language Vocabulary Assessments","Technical brief describing the easyCBM® Spanish language Vocabulary assessments added to the easyCBM® system in fall 2018, including initial norms for fall and winter administrations. Norms require caution because the sample sizes were smaller than ideal, especially for winter results. The brief details item creation by native Spanish-speaking educators, training to reduce bias and avoid regional dialect effects, and development through piloting and Item Response Theory (IRT).","Technical Report \\# 1901  \nInitial Norms for the easyCBM® Spanish Language Vocabulary Assessments  \nJulie Alonzo  \nUniversity of Oregon  \nPublished by  \nBehavioral Research and Teaching University of Oregon • 175 Education  \n5262 University of Oregon • Eugene, OR 97403-5262 Phone: 541-346-3535 • Fax: 541-346-5689  \n[http://brt.uoregon.edu](http://brt.uoregon.edu)  \nCopyright © 2019. Behavioral Research and Teaching. All rights reserved. This publication, or parts thereof, may not be used or reproduced in any manner without written permission .  \nThe University of Oregon is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex , age, marital status, disability, public assistance status, veteran status, or sexual orientation . This  \ndocument is available in alternative formats upon request.  \nAbstract  \nThis technical brief describes the easyCBM® Spanish language Vocabulary assessments added to the easyCBM® system in the fall of 2018 and provides the initial norms for the fall and winter assessments. These norms should be interpreted with caution, as the sample was smaller than ideal, particularly for the Winter norms.  \nInitial Norms for the easyCBM® Spanish Language Vocabulary Assessments  \nThe easyCBM® Spanish Language Vocabulary Assessments were initially written by a team of native Spanish speaking educators working closely with assessment developers from the University of Oregon in the summer and fall of 2016. The item writers were teachers and paraprofessionals, all of whom had grown up in Spanish-speaking households and were at the time employed by a school district to provide instruction to Spanish-speaking and bilingual students. All item writers had experience working with students enrolled in the grade ranges for which they wrote items (e.g., educators with experience teaching elementary grade students contributed items for grades 2-5 while educators with experience teaching middle school students contributed items for grades 6-8) .  \nPrior to beginning their work on this project, item writers met with the author of this technical brief for a four-hour workshop to receive training on item writing. The training included ways to reduce bias in items, the need to use words and phrases that would be readily understood by Spanish speakers from different countries and regions (consciously avoiding regional dialects and contextual features that might make items differentially accessible to students from different backgrounds) . In addition, the training covered the need to write original items rather than translating existing English language items. Item writers were instructed to create an item stem (a sentence where the meaning of the selected vocabulary word could be interpreted from its use in the sentence) and three possible answer choices: the correct word or phrase, a near distractor, and a far distractor.  \nItem writers were organized into small teams of two to three educators per grade band (grades 2-3, grades 4-5, grades 6-8). Teams were overseen by another educator in the district hired for this project as Lead Item Developer. The Lead Item Developer was a native Spanish  \nspeaking teacher who had grown up in South America, where she earned a Master’s degree in Spanish literature prior to moving to the United States and becoming a teacher. She had extensive experience in both elementary and middle school teaching in Spanish language immersion and transitional bilingual programs and had previously worked as the Lead Translator providing Spanish language translations for all ofthe easyCBM® mathematics items.  \nOnce the Spanish Vocabulary Items were written and reviewed by both the Lead Item Developer and the lead author on this paper (who has overseen the development of all previously-published easyCBM® assessments), items were piloted online in School Years 2017 and 2018. The results of the ","cbCaisqCdm7dOa8p","https://ap.wps.com/l/cbCaisqCdm7dOa8p","pdf",755874,"English","en",105,"# Abstract\n# Initial Norms for the easyCBM® Spanish Language Vocabulary Assessments\n## Item development and training\n## Item piloting and test forms\n## Norm calculation and sample considerations\n## Benchmark assessment administration and sample states","[{\"question\":\"What do the initial norms cover for the easyCBM® Spanish Vocabulary assessments?\",\"answer\":\"They cover initial norms for both fall and winter Spanish language vocabulary assessments added to the easyCBM® system in fall 2018.\"},{\"question\":\"Why should the norms be interpreted with caution?\",\"answer\":\"The sample was smaller than ideal, particularly for the winter norms, since convenience sampling limited representativeness.\"},{\"question\":\"How were the assessments developed and validated before norms were calculated?\",\"answer\":\"Spanish vocabulary items were written with training to reduce bias, then piloted online in school years 2017 and 2018, with results analyzed using Item Response Theory (IRT) to build comparable alternate test forms.\"}]","Initial Norms for the easyCBM® Spanish Language Vocabulary Assessments | PDF",1792043558,25,{"code":4,"msg":81,"data":82},"ok",{"site_id":74,"language":73,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"initial-norms-for-the-easycbm-spanish-language-vocabulary-assessments","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/initial-norms-for-the-easycbm-spanish-language-vocabulary-assessments/582493/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":73,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/initial-norms-for-the-easycbm-spanish-language-vocabulary-assessments/582493.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":29},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What do the initial norms cover for the easyCBM® Spanish Vocabulary assessments?","Question",{"text":128,"@type":129},"They cover initial norms for both fall and winter Spanish language vocabulary assessments added to the easyCBM® system in fall 2018.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"Why should the norms be interpreted with caution?",{"text":133,"@type":129},"The sample was smaller than ideal, particularly for the winter norms, since convenience sampling limited representativeness.",{"name":135,"@type":126,"acceptedAnswer":136},"How were the assessments developed and validated before norms were calculated?",{"text":137,"@type":129},"Spanish vocabulary items were written with training to reduce bias, then piloted online in school years 2017 and 2018, with results analyzed using Item Response Theory (IRT) to build comparable alternate test forms.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":74},1792273765]