1 / 16

Chapter 14

Chapter 14. Oral Language and Bilingual Assessment. Purposes for Assessing Oral Language. In early grades, monitored but not assessed Students with second languages Students with mild disabilities. Skill Areas. Expressive or receptive Phonology, morphology, and syntax Semantics

alberta
Télécharger la présentation

Chapter 14

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 14 Oral Language and Bilingual Assessment

  2. Purposes for Assessing Oral Language • In early grades, monitored but not assessed • Students with second languages • Students with mild disabilities

  3. Skill Areas • Expressive or receptive • Phonology, morphology, and syntax • Semantics • Pragmatics • Assessment requires many types of instruments

  4. Current Practices • Oral language not assessed by academic tests • Intellectual performance tests often test language • Most are designed for elementary-age children • Wide variety of oral language measures

  5. Comprehensive Measures of Oral Language • Test of Language Development–3 (TOLD–3), Primary • Test of Language Development–3 (TOLD–3), Intermediate • Oral and Written Language Skills (OWLS) • Woodcock Language Proficiency Battery–Revised • Test of Adolescent and Adult Languages–3 (TOAL–3) • Illinois Test of Psycholinguistic Abilities–3 (ITPA–3)

  6. Test of Language Development–3 (TOLD–3), Primary and Intermediate

  7. Assessing Articulation • Photo Articulation Test • Pictures to elicit all the consonant, vowel, and diphthong sounds • Goldman-Fristoe Test of Articulation • Informal observation and analysis of spontaneous speech

  8. Assessing Morphology and Syntax • Northwestern Syntax Screening Test (NSST) • Test for Auditory Comprehension of Language (3rd ed.) (TACL–3) • Carrow Elicited Language Inventory (CELI) • Developmental Sentence Analysis • Language Sampling, Analysis, and Training (3rd ed.) (LSAT–3)

  9. Assessing Semantics and Pragmatics • Peabody Picture Vocabulary Test, Third Edition (PPVT–III) • Expressive Vocabulary Test (EVT) • Comprehensive Receptive and Expressive Vocabulary Test (2nd ed.) (CREVT–2)

  10. Assessment of Language Use • Informal assessments • Let’s Talk Inventory for Children • Test of Pragmatic Skills • Test of Pragmatic Language (TOPL)

  11. Assessing Nonstandard English • Standard English is one dialect • Dialects are differences, not inferior • Black English • Spanish-influenced English

  12. Nonstandard English Assessment Strategies • Informal strategies • Collection of speech samples • Use of imitation tasks • Formal assessments • Standard • Alternate fashion with credit for correct responses within dialect

  13. Languages Other Than English • Two dimensions to be assessed: • Basic Interpersonal communication skills (BICS) • Cognitive/academic language proficiency (CALP) • Home language is determined by interview or questionnaire • Lack of appropriate measures in all languages

  14. Special Education Assessment for English Learners • To be completed in primary language • Prereferral strategies • Assessed in both languages • Interpreters in primary language may be used

  15. Within the Classroom • Communication skill of the teacher • Number and types of oral responses of students • Interpersonal environment • Physical environment conducive to oral discussions and socialization

  16. Answering the Assessment Question • Measures vary in the languages they assess • Different tasks are used to evaluate similar skills • Learning aptitude and specific learning abilities affect oral language • Oral language pervades all areas • Document with formal and informal assessment measures

More Related