Speech and Language Assessments, Occupational Therapy and U Talent Assessment Resources

Total Page:16

File Type:pdf, Size:1020Kb

Speech and Language Assessments, Occupational Therapy and U Talent Assessment Resources SpeechCat06_p001-7_F1.qxd 11/29/05 2:26 PM Page 1 TABLE OF CONTENTS QUICK REFERENCE Speech and Language Terms and Conditions, (including Software Policy). 94-102 Assessment Order Form . 102 Indexes. 107-112 I Spanish Assessments . 7 I Auditory Processing/ADHD . 69 I Language . 10 I Neurological/Cognition/ I Language Semantics/Concepts . 38 Problem Solving/ Memory . 72 I Speech and Language . 45 I Autism/Pragmatics/ Sensory Integration . 85 T I Speech: Articulation/Phonology . 48 A I B I Literacy. 53 Professional Resources . 92 L E I I Clinical Consultants . 103 General Development . 61 O I Speech: Apraxia/Oral . 66 I Author Index . 107 F C I Feeding and Swallowing. 67 I Acronym/Product Indexes. 109 O N T E N T LOOK FOR THESE SYMBOLS S FOR SPECIAL PRODUCT INFORMATION! TRAINING ¡Sí! Product Training Look for Innovative, Quality Assessments for New Products Spanish-Speaking Clients Page 6 Page 7 A-C LEVEL CR Qualifications Software Clinical Reports (Technical & Software) PHONE 800-211-8378 • FAX 800-232-1223 • PsychCorp.com • PROMO CODE MS699 1 ASSESSMENT GUIDE Tests (Does not include distributed products) Adolescent/Adult Sensory Profile Assessment of Literacy and Language (ALL) Auditory Continuous Performance Test (ACPT) Alzheimer’s Quick Test (AQT) Apraxia Profile Behavioural Assessment of the Dysexecutive Syndrome (BADS) Behavioural Assessment of the Dysexecutive Syndrome in Children (BADS–C) Behavioural Inattention T Boehm–3 English and Spanish Boehm–3 Preschool Bracken School Readiness Assessment (BSRA) Bracken Basic Concepts Scale: Expressive (BBCS:E) Bracken Basic Concepts Scale, Third Edition: Receptive (BBCS–3:R) Bracken Basic Concepts Scale–Revised (BBCS–R) Burns Brief Inventory of Communication and Cognition Computerized Articulation and Phonology Evaluation System (CAPES) CELF CELF–4 Screening Test CELF – CELF Preschoo 4 Children’s Communication Checklist–2 (CCC–2) United States Edition – Children’ est (BIT) 4 Cognitive Linguistic Quick Test (CLQT) Spanish Diagnostic Evaluation of Articulation and Phonology (DEAP) DELV–Norm Referenced DELV–Screening Test 2 s Speech Intelligibility Measure (CSIM) l –2 PHONE 90 Page 54 800-211-8378 70 2002 73 2005 66 Pub date 2004 79 2002 79 1997 78 Birth to Three 1996 41 2003 42 1987 39 Preschool 2000 38 •• 2001 38 Age 2002 39 • 2006 Primary 83 ••• 2006 FAX 49 • 1998 10 •• 1997 Adolescent 20 2001 •• 800-232-1223 16 2003 • 18 • 2004 85 •• Adult 2006 • 50 • 2004 •• 74 • 2006 •• • 48 Cognition 1999 27 • 2001 • 26 •••• 2006 •••• •• IDEA Domains • Communication 2005 •••• • • 2003 •••• •• • PsychCorp.com •• • ••• • • Motor •• • •• •• Social -Emotional • • •• • •• •• • •• Adaptive • •• • Cognition • Memory • • • • • Problem Solving PROMO CODE • • •• • • • Sensory • • • • Phonological Awareness • ••• Literacy • Reading MS699 • Spelling • Articulation •• Fluency ••• Speech • Phonology • •• Voice Oral-Motor •• Intelligibility ••• Auditory Attention • ••• •• Auditory Processing •• • Expressive Language Me talinguistics Language •• •• Morphology ••• Pragmatics PHONE • • Receptive Language •• • 80 • ••••• Semantics •• 0 • ••••• - • ••••• 2 • Syntax 1 1-8378 •• •• ASSESSMENT GUIDE • Scores • Norm Referenced • • •• • • • •• •• Criterion Referenced • F • Administration Time AX • <30 min • • • 8 • • 0 • • 30 - 60 min 0 • • • - ••• 2 • 32-1223 • 60 min + • • • • • • Untimed • • • • Language • • English PsychCorp.com • • • • • • • •• • • Spanish • • • • • • • • • • •• • • • • • • •• • •• •• • •• •• • • • PROMO CODE • • • • • • • •• • • MS699 • 3 A SSESSMENT Tests (Does not include distributed products) Dyslexia Screening Instrument FirstSTEp (continued) Infant/Toddler Sensory Profile Middlesex Elderly Assessment of Mental Status Miller Assessment for Preschoolers (MAP) Pervasive Developmental Disorders Screening Test–II (PDDST–II) Pre-Reading Inventory of Phonological A Preschool Language Scale Preschool Language Scale—4 Screening Test (PLS–4 Screening T GUIDE Preschool Language Scale—4 Spanish (PLS–4 Spanish) PrimerPASO Ready to Learn Rice-Wexler Test of Early Grammatical Impairment The Second Edition (RBMT–II) SCAN–A SCAN–C Rivermead Behavioural Memory Test– Sensory Profile Sensory Profile School Companion Severe Impairment Battery (SIB) The Test of Everyday Attention (TEA) est) The Test of Everyday Attention in Children (TEA–Ch) T (TLC–Expanded)est of Language Competence—Expanded Test of Minimal Articulation Competence (T–MAC) — Test of Word Knowledge (TOWK) Verbal Motor Production Assessment for Children 4 (VMPAC) (PLS–4) W 4 estern Aphasia Battery–Enhanced (W wareness (PIPA) PHONE 58 Page 61 800-211-8378 90 1994 77 1993 62 Pub date 2002 86 1989 53 1982 22 Birth to Three 2004 21 2003 24 • 2002 61 2005 Preschool 57 •• 2002 25 ••• Age 2003 78 AB–E) ••• • 2004 Primary 69 • •• 2001 FAX 69 • 2003 89 • • 1994 88 • Adolescent 1999 • 800-232-1223 77 1999 •• 76 • 2006 • 76 • Adult 1993 • 30 • 1994 51 •• 1998 • 43 • Cognition 1989 66 ••••• 1981 72 1992 •• ••• Communicati IDEA Domains 1999 •• ••• on • 2006 • PsychCorp.com •• Motor •• •• • • • • ••••• • Social -Emotional • •• • • • •• • •• Adaptive • • • • • Cognition Memory • • • • •• Problem Solving PROMO CODE • • • • Sensory • • •• • • Phonological Awareness • • Literacy • • •• Reading MS699 • • Spelling • • • Articulation • Fluency • • •• Speech • Phonology •• • • Voice Oral-Motor Intelligibility •• Auditory Attention • Auditory Processing ••• Expressive Language • Metalinguistics •• Language ••• ••••• Morphology •• ••••• Pragmatics PHONE • • • •••••• • •• • Receptive Language 80 Semantics 0 - ••• • • 2 1 Syntax 1-8378 ASSESSMENT GUIDE Scores •• • Norm Referenced • •••• • • • Criterion Referenced • F • Administration Time AX • • <30 min • • • 8 • 0 • 30 - 60 min 0 • • - • 2 • 3 60 2 • • min + -1223 • • • • • • • • • Untimed • • Language • • English PsychCorp.com • • • •• • • • • • • • Spanish • • • • •• • • • • • • • • • • • •• • • • • • • • • PROMO CODE • •• • • • • • • • • MS699 • 5 SpeechCat06_p001-7_F1.qxd 11/29/05 2:26 PM Page 6 NEW PRODUCTS Presenting our newest assessments Now Assess a Child’s Receptive and Expressive Now You Can Assess Articulation and Knowledge of Basic Concepts Phonology Using One Test see page 38 see page 48 SPANISH EDITION Developed Specifically for Spanish Speakers S Living in the U.S. as a Parallel Test to the T C CELF-4 English U Evaluate Both Language and Emergent Literacy see page 16 D Skills Critical to Early Reading O see page 54 R P W E N DELV Deeper Into Underlying Language Knowledge see page 27 Develop a Snapshot of a Young Child’s Speech and Language Development in Just 10 Minutes see page 21 Two Tools in One—A Complete Battery or a 10 Minutes, One Test…Assess Communication Bedside Tool to Quickly Diagnose Aphasia and Social-Language Skills see page 72 see page 85 6 PHONE 800-211-8378 • FAX 800-232-1223 • PsychCorp.com • PROMO CODE MS699 SpeechCat06_p001-7_F1.qxd 11/29/05 2:27 PM Page 7 Eliminate the Struggle of Finding Trusted Spanish Language Assessments We’re dedicated to providing you with reliable products that are designed to accurately assess Spanish-speaking clients and target appropriate treatment planning and intervention. Scoring Assistant Now Available! page 16 page 41 page 39 page 74 page 24 AVA O ILA LS B A L E ! PDDST ! E ! –II L A B PrimerPaso L A S L O I A A ™ V BBCS–3:R and BBCS:E page 86 page 61 Copyright © 2005 by Harcourt Assessment, Inc. page 38 PsychCorp.com 800-211-8378 ESSENTIAL SOLUTIONS Stretch your assessment budget with specially priced product groupings Essential Solutions for confident decision making, no matter what the clinical need. EARLY CHILDHOOD SOLUTIONS S Emerging Reading Solution . .015-8338-715 $475.00 N SAVE 13.3% O • Boehm 3–Preschool 015-8020-901 I • Bracken School Readiness Assessment 015-8033-094 T • Assessment of Literacy and Language 015-8074-742 U L O S Sensory Integration Solution . .015-8100-328 $379.00 L • Infant / Toddler Sensory Profile 076-1649-549 SAVE 15.6% A • Sensory Profile 076-1638-008 I T • Pervasive Developmental Disorders Screening Test–II 076-1635-106 N E S Autism & Social Communication Solution . .015-8338-731 $249.00 S E • Pervasive Developmental Disorders Screening Test–II 076-1635-106 SAVE 13.8% • Communication Checklist for Children – Second Edition 015-8440-48X CHILD / ADOLESCENT SOLUTION Complete Language Solution . .015-8338-790 $799.00 • Clinical Evaluation of Language Fundamentals SAVE 13.1% – Fourth Edition 015-8037-200 • Diagnostic Evaluation of Language Variation – Norm Referenced 015-8092-112 • Diagnostic Evaluation of Language Variation – Screening Test 015-8092-074 8 PHONE 800-211-8378 • FAX 800-232-1223 • PsychCorp.com • PROMO CODE MS699 ESSENTIAL SOLUTIONS Stretch your assessment budget with specially priced product groupings Essential Solutions for confident decision making, no matter what the clinical need. ADULT SOLUTIONS E Adult Neurogenics Solution . .015-8100-107 $399.00 S • Alzheimer’s Quick Test 015-8237-269 SAVE 11.3% S • Cognitive Linguistic Quick Test 015-8328-000 E N T I A Adult Memory Solution . .015-8100-212 $479.00 L • Cognitive Linguistic Quick Test 015-8328-000 SAVE 14.5% S • The Rivermead Behavioural Memory Test O – Second Edition 015-8054-415 L U T I O Adult Prospective Memory Solution . .015-8338-758 $459.00 N • The Rivermead Behavioural Memory Test SAVE 13.4% S – Second Edition 015-8054-415 • Cambridge Test of Prospective Memory 015-8055-284 Adult Auditory Attention Solution . .015-8338-766 $529.00 • The Test of Everyday Attention 015-8054-458 SAVE 13.1% • Auditory Continuous Performance Test 015-8006-755 Adult
Recommended publications
  • Manual for Language Test Development and Examining
    Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity
    [Show full text]
  • A Tested Phonological Therapy in Practice
    A tested phonological therapy in practice Caroline Bowen Macquarie University and L. Cupples Macquarie University Abstract The focus here is a detailed case description of a broad-based model for treat - ing developmental phonological disorders. Successful treatment comprising 27 consultations over 17 months, of a girl aged 4;4 at the outset, with a mod - erate phonological disability, is examined in detail. The model’s strength is in its combination of family education, metalinguistic tasks, phonetic produc - tion procedures, multiple exemplar techniques and homework. Treatment is administered in planned alternating therapy blocks and breaks from therapy attendance. Introduction In the field of speech-language pathology, the terms de v e l o p m e n t a l phonological disorder and phonological disability broadly denote a linguistic disorder in children, manifested by the use of abnormal patterns in the spoken medium of language. The terms reflect the influence of clinical phonology upon the way in which many linguists and language clinicians now conceptualize children’s speech sound disorders (Baker, 1997; Bernthal and Bankson, 1994; Fey, 1992; Grunwell, 1995; Pol l o c k , 1994), especially in terms of generative and natural phonology (see Ingram (1997) and Grunwell (1997), respectively for reviews of the influence of these two schools of phonology). The first author’s clinical and research fascination with phonological disability stems from experience as a speech- language pathologist, treating children with the disorder since the early 1970s. In that period, there have been two important paradigm shifts. First, linguistic theory has explicated the distinction between phonetics: the study Address for correspondence: Dr Caroline Bowen, 17 St John’s Avenue, Gordon, 2072 NSW, Aus t r a l i a .
    [Show full text]
  • Methods for Pronunciation Assessment in Computer Aided Language Learning by Mitchell A
    Methods for Pronunciation Assessment in Computer Aided Language Learning by Mitchell A. Peabody M.S., Drexel University, Philadelphia, PA (2002) B.S., Drexel University, Philadelphia, PA (2002) Submitted to the Department of Electrical Engineering and Computer Science in partial fulfillment of the requirements for the degree of Doctor of Philosophy at the MASSACHUSETTS INSTITUTE OF TECHNOLOGY September 2011 © Massachusetts Institute of Technology 2011. All rights reserved. Author............................................................. Department of Electrical Engineering and Computer Science September 2011 Certified by . Stephanie Seneff Senior Research Scientist Thesis Supervisor Accepted by. Professor Leslie A. Kolodziejski Chair, Department Committee on Graduate Students 2 Methods for Pronunciation Assessment in Computer Aided Language Learning by Mitchell A. Peabody Submitted to the Department of Electrical Engineering and Computer Science on September 2011, in partial fulfillment of the requirements for the degree of Doctor of Philosophy Abstract Learning a foreign language is a challenging endeavor that entails acquiring a wide range of new knowledge including words, grammar, gestures, sounds, etc. Mastering these skills all require extensive practice by the learner and opportunities may not always be available. Computer Aided Language Learning (CALL) systems provide non-threatening environments where foreign language skills can be practiced where ever and whenever a student desires. These systems often have several technologies to identify the different types of errors made by a student. This thesis focuses on the problem of identifying mispronunciations made by a foreign language student using a CALL system. We make several assumptions about the nature of the learning activity: it takes place using a dialogue system, it is a task- or game-oriented activity, the student should not be interrupted by the pronunciation feedback system, and that the goal of the feedback system is to identify severe mispronunciations with high reliability.
    [Show full text]
  • An Interview with Alistair Van Moere Aaron Batty [email protected] SRB General Editor
    Interview The psycholinguistic approach to speaking assessment An interview with Alistair Van Moere Aaron Batty [email protected] SRB General Editor Alistair Van Moere is the vice president of product and test develop- ment at Pearson’s Knowledge Technologies Group, and is responsi- ble for the development, delivery, and validation of their automated language tests, including the Versant test (previously known as PhonePass). Versant is a telephone- or computer-mediated, com- puter-scored test of speaking proficiency, available in six languages, including English. Although computer scoring is widely used for multiple-choice test formats, Versant is revolutionary in its use of computer scoring of speaking proficiency. Van Moere and his col- leagues have written extensively on the validation of the Versant test and its methods of automated scoring (e.g. Bernstein, Van Moere, & Cheng, 2010; Van Moere, 2010), and he has most recently raised eyebrows with his calls for a “psycholinguistic” approach to speaking assessment from the pages of Language Testing (2012). Prior to his employment at Pearson, Alistair was instrumental in the development of the Kanda English Proficiency Test at Kanda University of International Studies in Chiba, and drew from his experience with its speaking test in his PhD work under Charles Alderson at Lancaster Univer- sity—work which won him the Jacqueline Ross TOEFL Dissertation Award in 2010 (a portion of which can be read in Van Moere, 2006). We were pleased that Alistair was willing to take some time out of his busy schedule to talk to us about the psycholinguistic approach to language assessment, the Versant tests, and the communicative/psycholinguistic divide.
    [Show full text]
  • Second Language Pronunciation Assessment
    Second Language Pronunciation Assessment SECOND LANGUAGE ACQUISITION Series Editors: Professor David Singleton, University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and Dr Simone E. Pfenninger, University of Salzburg, Austria This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective – sociolinguistic, psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policy-makers in general whose interests include a second language acquisition component. Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK. SECOND LANGUAGE ACQUISITION: 107 Second Language Pronunciation Assessment Interdisciplinary Perspectives Edited by Talia Isaacs and Pavel Trofi movich MULTILINGUAL MATTERS Bristol • Blue Ridge Summit In Memory of Alan Davies and Danielle Guénette DOI 10.21832/ISAACS6848 Library of Congress Cataloging in Publication Data A catalog record for this book is available from the Library of Congress.
    [Show full text]
  • 123 Designing Language Assessments in Context
    Designing Language Assessments in Context: Theoretical, HOW Journal Technical, and Institutional Considerations Volume 26, Number 2, pages 123-143. https://doi.org/10.19183/how.26.2.512 Designing Language Assessments in Context: Theoretical, Technical, and Institutional Considerations El diseño de evaluaciones de lengua en contexto: consideraciones teóricas, técnicas e institucionales Giraldo, Frank1 Abstract The purpose of this article of reflection is to raise awareness of how poor design of language assessments may have detrimental effects, if crucial qualities and technicalities of test design are not met. The article first discusses these central qualities for useful language assessments. Then, guidelines for creating listening assessments, as an example, are presented to illustrate the level of complexity in test design and to offer a point of reference to evaluate a sample assessment. Finally, the article presents a discussion on how institutional school policies in Colombia can influence language assessment. The article concludes by highlighting how language assessments should respond to theoretical, technical, and contextual guidelines for them to be useful. Keywords: language testing, language assessment literacy, qualities in language testing, test design. Resumen El objetivo de este artículo de reflexión es el de crear consciencia sobre cómo un deficiente diseño de las evaluaciones de lengua puede tener efectos adversos si ciertas cualidades y consideraciones técni- cas no se cumplen. En primer lugar, el artículo hace una revisión de estas cualidades centrales para las evaluaciones. Seguidamente, presenta, a manera de ilustración, lineamientos para el diseño de pruebas de comprensión de escucha; el propósito es dilucidar el nivel de complejidad requerido en el diseño de 123 1 Frank Giraldo is a language teacher educator in the Modern Languages program and Master of Arts in English Didactics at Universidad de Caldas, Colombia.
    [Show full text]
  • Common European Framework of Reference for Languages (CEFR) and Updates the 2001 FRAMEWORK Version
    COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT TEACHING, LEARNING, EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: COMMON COMMON EUROPEAN The CEFR Companion volume broadens the scope of language education. It re- flects academic and societal developments since the publication of the Common European Framework of Reference for Languages (CEFR) and updates the 2001 FRAMEWORK version. It owes much to the contributions of members of the language teaching profession across Europe and beyond. OF REFERENCE This volume contains: ► an explanation of the key aspects of the CEFR for teaching and learning; FOR LANGUAGES: ► a complete set of updated CEFR descriptors that replaces the 2001 set with: - modality-inclusive and gender-neutral descriptors; LEARNING, TEACHING, - added detail on listening and reading; - a new Pre–A1 level, plus enriched description at A1 and C levels; ASSESSMENT - a replacement scale for phonological competence; - new scales for mediation, online interaction and plurilingual/ pluricultural competence; - new scales for sign language competence; ► a short report on the four-year development, validation and consultation processes. The CEFR Companion volume represents another step in a process of engage- ment with language education that has been pursued by the Council of Europe since 1971 and which seeks to: ► promote and support the learning and teaching of modern languages; ► enhance intercultural dialogue, and thus mutual understanding, social cohesion and democracy; ► protect linguistic and cultural diversity in Europe; and ► promote the right to quality education for all. EDUCATION FOR DEMOCRACY 058220 PREMS www.coe.int/lang-cefr ENG The Council of Europe is the continent’s leading Companion volume human rights organisation.
    [Show full text]
  • Isaacs-Pronunciation.Pdf
    Pronunciation Talia Isaacs, University of Bristol From a historical perspective, it can be argued that pronunciation, more than any other component within the broad construct of second language (L2) speaking ability, has been subject to the whims of the time and the fashions of the day. That is, pronunciation, once dubbed “the Cinderella of language teaching” to depict its potentially glamorous yet marginalised existence (Kelly 1969:87), experienced a fall from grace after being a focal point of L2 instruction and teacher literacy training during its heyday-a prime example of a pendulum swing in L2 teaching methodologies and practices (Gass 1996) that have affected substantive coverage for learners in L2 classrooms, often with detrimental effects for stakeholders (e.g. Morley 1991). Naturally, the aspects of L2 speech (pronunciation) that are ascribed pedagogical value in the minds of teachers and researchers have shifted over time (Munro and Derwing 2011). However, an aerial view of developments over the past century reveals the polarised nature of researchers’ and practitioners’ beliefs on the relative importance of pronunciation in L2 aural/oral instruction and assessment. Although there are signs that pronunciation is increasingly acknowledged as an important component of L2 speaking ability by the applied linguistics community (Derwing and Munro 2009), is gradually being reintegrated into the L2 classroom (Isaacs 2009), and is included as an assessment criteria in the scoring rubrics of several prominent L2 speaking scales, often encapsulated by the term “intelligibility” or “comprehensibility” (Isaacs and Trofimovich 2012), such debates continue today (e.g. Brinton and Butler 2012). In order to take stock of trends in L2 pronunciation research, teaching, and assessment over the past century within the broader context of developments in L2 speaking assessment, this paper will report on the state-of-the-art by first overviewing the ways in which pronunciation instructional priorities and, by implication, assessment targets, have shifted over time.
    [Show full text]
  • Second Language Assessment for Classroom Teachers
    Second Language Assessment for Classroom Teachers Thu H. Tran Missouri University of Science and Technology Rolla, Missouri, USA Abstract The vast majority of second language teachers feels confident about their instructional performance and does not usually have much difficulty with their teaching thanks to their professional training and accumulated classroom experience. Nonetheless, many second language teachers may not have received sufficient training in test development to design sound classroom assessment tools. The overarching aim of this paper is to discuss some fundamental issues in second language assessment to provide classroom practitioners with knowledge to improve their test development skills. The paper begins with the history, importance, and necessity of language assessment. It then reviews common terms used in second language assessment and identifies categories and types of assessments. Next, it examines major principles for second language assessment including validity, reliability, practicality, equivalency, authenticity, and washback. The paper also discusses an array of options in language assessment which can generally be classified into three groups: selected-response, constructed-response, and personal response. Finally, the paper argues for a balanced approach to second language assessment which should be utilized to yield more reliable language assessment results, and such an approach may reduce students’ stress and anxiety. (This paper contains one table.) 1 Paper presented at MIDTESOL 2012, Ames, Iowa The History of Language Assessment It may be difficult to find out when language assessment was first employed. The Old Testament, however, described an excellent example of one of the earliest written documents related to some kind of language assessment, as noted by Hopkins, Stanley, and Hopkins (1990).
    [Show full text]
  • Language Testing and Assessment: an Advanced Resource Book Glenn Fulcher and Fred Davidson Language Testing and Assessment an Advanced Resource Book
    LANGUAGE TESTING AND ASSESSMENT Routledge Applied Linguistics is a series of comprehensive resource books, pro- viding students and researchers with the support they need for advanced study in the core areas of English language and Applied Linguistics. Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline. • Section A, Introduction, establishes the key terms and concepts and extends readers’ techniques of analysis through practical application. • Section B, Extension, brings together influential articles, sets them in context and discusses their contribution to the field. • Section C, Exploration, builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses. Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the reader’s understanding strengthened by tasks and follow-up questions. Language Testing and Assessment: • provides an innovative and thorough review of a wide variety of issues from prac- tical details of test development to matters of controversy and ethical practice • investigates the importance of the philosophy of pragmatism in assessment, and coins the term ‘effect-driven testing’ • explores test development, data analysis, validity and their relation to test effects • illustrates its thematic breadth in a series of exercises and tasks, such as analysis of test results, study of test revision and change, design of arguments for test validation and exploration of influences on test creation • presents influential and seminal readings in testing and assessment by names such as Michael Canale and Merrill Swain, Michael Kane, Alan Davies, Lee Cronbach and Paul Meehl and Pamela Moss.
    [Show full text]
  • The Teacher's Role in Classroom-Based Language
    Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, Vol. 11, No.1, pp. 50-52 The Forum The Teacher’s Role in Classroom-based Language Assessment Yuna Seong Teachers College, Columbia University Different from large-scale language tests aiming to measure general proficiency and often administered in specific highly-controlled test settings, classroom-based language assessment is embedded in the teaching and learning cycle of a classroom and has multiple “identities” (Rea- Dickins, 2001, p. 451) due to its wide range of uses or purposes. Classroom-based language assessment is an integral part of language instruction where the teachers, as “agents” (Rea- Dickins, 2004), are the ones responsible for facilitating student learning and obtaining information about their progress and achievement, hence, also earning the name teacher assessment. From planning what to assess and how, through implementing assessment procedures and monitoring students’ performances to recording students’ attainment and progress, the teacher is constantly making decisions on how to keep track of students’ progress and attainment (Rea-Dickins, 2001). Either accomplished through a formal assessment procedure or through informal daily monitoring and observation, the teacher’s knowledge of the students guides him/her to make subsequent pedagogical decisions and push learning further. The implementation and use of classroom-based language assessment vary greatly in form and procedure (Cheng, Rogers, & Hu, 2004; Cheng & Wang, 2007), and studies have contributed to the understanding of the underlying factors and processes that impact the thinking and decision-making in assessment practices on the part of the teachers (e.g., Arkoudis & O’Loughlin, 2004; Cheng et al., 2004; Yin, 2010).
    [Show full text]
  • Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(S) As the Speech-Language Pathologist
    McLeod, S., Verdon, S., Baker, E., Ball, M. J., Ballard, E., David, A. B., Bernhardt, B. M., Bérubé, D., Blumenthal, M., Bowen, C., Brosseau-Lapré, F., Bunta, F., Crowe, K., Cruz-Ferreira, M., Davis, B., Fox-Boyer, A., Gildersleeve-Neumann, C., Grech, H., Goldstein, B., ... International Expert Panel on Multilingual Children’s Speech (2017). Tutorial: Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist. American Journal of Speech-Language Pathology, 26(3), 691-708. https://doi.org/10.1044/2017_AJSLP-15-0161 Publisher's PDF, also known as Version of record License (if available): CC BY Link to published version (if available): 10.1044/2017_AJSLP-15-0161 Link to publication record in Explore Bristol Research PDF-document This is the final published version of the article (version of record). It first appeared online via ASHA at https://pubs.asha.org/doi/10.1044/2017_AJSLP-15-0161. Please refer to any applicable terms of use of the publisher. University of Bristol - Explore Bristol Research General rights This document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/red/research-policy/pure/user-guides/ebr-terms/ AJSLP Tutorial Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist Sharynne McLeod,a,b Sarah Verdon,a,b and The International Expert Panel on Multilingual Children’s Speech Purpose: The aim of this tutorial is to support speech- Results: This tutorial draws on international research evidence language pathologists (SLPs) undertaking assessments and professional expertise to provide a comprehensive of multilingual children with suspected speech sound overview of working with multilingual children with suspected disorders, particularly children who speak languages that speech sound disorders.
    [Show full text]