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Direct linkRehfeld, David M.; Padgett, R. Noah – Journal of Psychoeducational Assessment, 2019
This article presents a review of the Comprehensive Assessment of Spoken Language--Second Edition (CASL-2), in which reliability, utility, and validity are analyzed and discussed. Some limited recommendations for practice are made based on a review of the information provided by the publisher for clinicians.
Descriptors: Oral Language, Language Tests, Receptive Language, Expressive Language
Download full textZebib, Racha; Henry, Guillemette; Messarra, Camille; Hreich, Edith Kouba; Khomsi, Abdelhamid – Arab Journal of Applied Linguistics, 2019
The ELO-L (Évaluation du langage oral chez l'enfant libanais) is the first norm-referenced language-screening test in Lebanon. It is an adaptation of the ELO, a French language-screening test. The ELO-L was normed on 1,718 children aged three to eight years and divided into eight age groups with a minimum of 100 participants in each group. It is…
Descriptors: Language Tests, Test Construction, Oral Language, Screening Tests
Cox, Troy L.; Malone, Margaret E. – Foreign Language Annals, 2018
This article presents evidence for a validity argument on the ACTFL Assessment of Performance Toward Proficiency in Languages (AAPPL) tests (Interpersonal Listening/Speaking, Presentational Writing, Interpretive Listening, and Interpretive Reading) by summarizing an analysis of the 2014 test data from examinations administered in three languages…
Descriptors: Language Proficiency, Second Language Learning, Second Language Instruction, Guidelines
Chavez, Gina – ProQuest LLC, 2013
Few classroom measures of English language proficiency have been evaluated for reliability and validity. This research examined the concurrent and predictive validity of an oral language test, titled A Developmental English Language Proficiency Test (ADEPT), and the relationship to the California English Language Development Test (CELDT) in the…
Descriptors: Oral Language, Language Proficiency, English (Second Language), Second Language Learning
Bernstein, Jared; Van Moere, Alistair; Cheng, Jian – Language Testing, 2010
This paper presents evidence that supports the valid use of scores from fully automatic tests of spoken language ability to indicate a person's effectiveness in spoken communication. The paper reviews the constructs, scoring, and the concurrent validity evidence of "facility-in-L2" tests, a family of automated spoken language tests in Spanish,…
Descriptors: Speech, Oral Language, Language Tests, Test Validity
Peer reviewedMadison, Charles L.; Wong, Elizabeth Y. F. – Journal of Communication Disorders, 1992
This study, involving 20 children (ages 4-11) with severe hearing impairments, affirmed the content validity of the Clark-Madison Test of Oral Language as a measure of nonwritten expressive language with hearing-impaired children. Performance comparison with hearing individuals revealed a different profile of strengths and weaknesses than did…
Descriptors: Comparative Analysis, Content Validity, Deafness, Elementary Education
Peer reviewedHemphill, Lowry; And Others – Journal of Communication Disorders, 1994
This study found that three oral discourse genres (script, picture description, and replica play narration) were able to characterize development in discourse abilities in 6 children (ages 5-7) with brain injury and 43 nondisabled children. Brain-injured children produced shorter discourse performances with more off-task talk but showed…
Descriptors: Child Development, Connected Discourse, Discourse Analysis, Early Childhood Education
Peer reviewedChannell, Ron W.; Peek, Michelle S. – Language, Speech, and Hearing Services in Schools, 1989
Thirty-six children, aged four-five, completed four vocabulary measures: Peabody Picture Vocabulary Test-Revised, Picture Vocabulary subtest of the Test of Oral Language Development, Expressive One-Word Picture Vocabulary Test, and Receptive One-Word Picture Vocabulary Test. Only moderate correlations were found among these tests, implying that a…
Descriptors: Correlation, Expressive Language, Handicap Identification, Learning Disabilities
