[DOWNLOAD] "Criterion-Referenced Assessment for Language Organization: An Example of Evidence-Based Practice (Report)" by Forum on Public Policy: A Journal of the Oxford Round Table * eBook PDF Kindle ePub Free

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eBook details

• Title: Criterion-Referenced Assessment for Language Organization: An Example of Evidence-Based Practice (Report)
• Author : Forum on Public Policy: A Journal of the Oxford Round Table
• Release Date : January 22, 2009
• Genre: Law,Books,Professional & Technical,
• Pages : * pages
• Size : 270 KB

Description

Introduction There are two types of test instruments that are used to assess children with language disabilities. These instruments include standardized tests and criterion-referenced measures. Each of these assessment methodologies has strengths and weaknesses. Standardized tests are useful in providing a diagnosis. In addition, they tend to be reliable indicators of a child's ability as a result of that standardization. However, standardized assessments cannot provide targets for intervention. They can "lead the way" because there may be certain skills that are identified as problem areas, but, typically, those areas are not addressed in depth in the test. For example, a child may miss one or two items that assess subject-verb agreement. However, two items are not enough data to draw the conclusion that subject-verb agreement is, indeed, a global deficit. Criterion-referenced assessments are needed for that task. A criterion-referenced assessment compares a child to a preset criterion, unlike standardized tests that compare a child's performance with other children of the same age or grade. Criterion-referenced assessments also are considered to be more valid indicators of a child's performance. For example, if a child was diagnosed as having difficulty with subject-verb agreement, a clinician would design a criterion-referenced assessment to test that skill in depth. In other words, standardized tests are good for obtaining a diagnosis while criterion-referenced assessments are better for selecting targets for intervention.

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