Validity argument for language assessment: The framework is simple…

2012 ◽  
Vol 29 (1) ◽  
pp. 19-27 ◽  
Author(s):  
Carol A. Chapelle
Keyword(s):  
Language Assessment ◽  
Validity Argument

Discussion of Validation Issues in Signed and Spoken Assessments for Adult L2 Learners

2021 ◽  
pp. 295-298
Author(s):  
Carol A. Chapelle ◽  
Peter C. Hauser ◽  
Hye-won Lee ◽  
Christian Rathmann ◽  
Krister Schönström
Keyword(s):  
Second Language ◽  
Test Development ◽  
Language Assessment ◽  
Spoken Language ◽  
Functional Communication ◽  
Validity Argument ◽  
Signed Language ◽  
L2 Learners ◽  
Test Use

The use of argument-based validity as a framework for discussion of validity issues in spoken and signed second language (L2) assessment reveals many areas of commonality. Common areas include the role of systematic test development practices in the validity argument, the complexity of rating issues, the need to define and assess a construct of functional communication of meaning, and the centrality of test use in the validity argument. Examining these areas of commonality in this chapter reveals the fundamental similarities in the basic validity issues faced in spoken and signed language assessment. This chapter is a joint discussion of key items related to validation issues related to signed and spoken language assessment that were discussed in Chapters 8.1 and 8.2.

Language Test Content

1983 ◽  
Vol 14 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Robert E. Owens ◽  
Martha J. Haney ◽  
Virginia E. Giesow ◽  
Lisa F. Dooley ◽  
Richard J. Kelly
Keyword(s):  
Test Item ◽  
Language Assessment ◽  
Assessment Tools ◽  
Language Test ◽  
Speech Language Pathologists ◽  
Diagnostic Aid ◽  
Item Content

This paper examines the test item content of several language assessment tools. A comparison of test breadth and depth is presented. The resultant information provides a diagnostic aid for school speech-language pathologists.

The Token and Reporter's Tests

1985 ◽  
Vol 16 (4) ◽  
pp. 244-255
Author(s):  
Penelope K. Hall ◽  
Linda S. Jordan
Keyword(s):  
Language Development ◽  
Language Disorders ◽  
Language Assessment ◽  
Assessment Instruments ◽  
Token Test ◽  
Normal Language

The performance of 123 language-disordered children on the DeRenzi and Faglioni form of the Token Test and the DeRenzi and Ferrari Reporter's Test were analyzed using two scoring conventions, and then compared with the performances of children with presumed normal language development. Correlations with other commonly used language assessment instruments are cited. Use of the Token and Reporter's Tests with children exhibiting language disorders is suggested.

Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

2017 ◽  
Vol 2 (14) ◽  
pp. 29-40 ◽  
Author(s):  
Christine Vining ◽  
Edgarita Long ◽  
Ella Inglebret ◽  
Megan Brendal
Keyword(s):  
American Indian ◽  
Language Learners ◽  
Alaska Native ◽  
Dual Language ◽  
Linguistic Diversity ◽  
Critical Role ◽  
Language Assessment ◽  
Assessment Process ◽  
Dual Language Learners ◽  
Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Language Assessment Literacy Survey

2020 ◽  
Author(s):  
Benjamin Kremmel ◽  
Luke Harding
Keyword(s):  
Language Assessment ◽  
Assessment Literacy ◽  
Literacy Survey

PEMANFAATAN PORTOFOLIO SEBAGAI LANGUAGE ASSESMENT DI MTS MAFATIHUL HUDA LOMBANG LAOK BLEGA BANGKALAN

Elpeduaem ◽  
2018 ◽  
Vol 4 (4) ◽  
pp. 12-14
Author(s):  
Mohammad Kurdi Wijaya
Keyword(s):  
Language Assessment

Penilaian merupakan salah satu faktor untuk dapat memahami kemampuan siswa yang beranekaragam.  Hasil dari observasi awal, para guru menginginkan adanya inovasi cara menilai hasil pekerjaan para siswa dengan lebih sistematis dan dapat dijadikan suatu pedoman kepada para siswa sehingga para siswa dapat memahami makna nilai tersebut. Oleh sebab itu, pengusul yang merupakan dosen dengan bidang ilmu Language assessment memberikan suatu materi penilaian yang dapat dijadikan suatu inovasi dalam menilai para siswa. Portfolio ini merupakan penilaian alternative yang dapat dijadikan sumber penilaian yang lebih akurat dan dapat dipertanggungjawabkan. Siswa dan guru Bahasa akan diajak untuk meihat dan mengetahui konsep dasar dari Portfolio sehingga proses penilaian dapat dilakukan secara akurat. Pelatihan ini dilaksanakan melalui 2 tahap yaitu (1) memberikan angket untuk mendata macam- macam penilaian yang sering dilakukan (2) memberikan penjelasan tentang portfolio dan (3) melakukan workshop penggunaan portfolio

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