scholarly journals A comparison of teacher referrals for language assessments in whole language and skill-based curricula

1992 ◽  
Author(s):  
Cheryl Lynn Rios
Keyword(s):  
Whole Language ◽  
Language Assessments ◽  
Teacher Referrals

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

The Mediating Effect of Language on the Development of Cognitive and Affective Theory of Mind

2020 ◽  
Author(s):  
Felicity J Bigelow ◽  
Gillian M Clark ◽  
Jarrad Lum ◽  
Peter Gregory Enticott
Keyword(s):  
Theory Of Mind ◽  
Social Functioning ◽  
Middle Childhood ◽  
Cognitive Empathy ◽  
Mediating Effect ◽  
Language Abilities ◽  
Language Assessments ◽  
Empathic Ability ◽  
The Relationship

Theory of mind (ToM) development is critical to effective social functioning and appears to depend on complementary language abilities. The current study explored the mediating influence of language on the development of cognitive and affective ToM. 151 children aged between 5-12 years completed ToM (cognitive and affective) and language assessments, and parents provided ratings of their child’s empathic ability. Results showed that language mediated the relationship between age and both cognitive and affective ToM, but not parent-reported cognitive empathy. Examination of younger and older subgroups revealed that language mediated cognitive and affective ToM differently across developmental periods. Findings highlight the dynamic role that language plays in the development of both cognitive and affective ToM throughout early and middle childhood.

Developing individualized feedback for listening assessment: Combining standard setting and cognitive diagnostic assessment approaches

2021 ◽  
pp. 026553222199547
Author(s):  
Shangchao Min ◽  
Lianzhen He
Keyword(s):  
Large Scale ◽  
Standard Setting ◽  
Diagnostic Assessment ◽  
Efl Learners ◽  
Cognitive Diagnostic Assessment ◽  
Item Level ◽  
Language Assessments ◽  
Individualized Feedback ◽  
Proficiency Classifications ◽  
Acceptable Reliability

In this study, we present the development of individualized feedback for a large-scale listening assessment by combining standard setting and cognitive diagnostic assessment (CDA) approaches. We used the performance data from 3358 students’ item-level responses to a field test of a national EFL test primarily intended for tertiary-level EFL learners. The results showed that proficiency classifications and subskill mastery classifications were generally of acceptable reliability, and the two kinds of classifications were in alignment with each other at individual and group levels. The outcome of the study is a set of descriptors that describe each test taker’s ability to understand certain level of oral texts and his or her cognitive performance. The current study, by illustrating the feasibility of combining standard setting and CDA approaches to produce individualized feedback, contributes to the enhancement of score reporting and addresses the long-standing criticism that large-scale language assessments fail to provide individualized feedback to link assessment with instruction.

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