Validity refers to the degree to which test results accurately reflect what the test intends to measure. A language test is valid if it is believed to measure language ability based on evidence and consensus. Three important types of validity contribute to overall validity: construct validity, content validity, and concurrent validity.
Proceed with Caution PLeaSe- Construct Validity Concerns in the PLS-5 English.pdf
Two recent graduates of the Teachers College Columbia University speech-language pathology program, supervised by Cate Crowley, created and presented this poster at the ASHA convention in Chicago, 2013. Read More
Alexandra Gibson and Elana Winters presented this poster at ASHA’s convention in Chicago in November 2013. Alexandra and Elana created this poster based on work they did in the Assessment and Evaluation course at Teachers College Columbia Uniersity. This course is required as part of the master’s SLP program there.
In that course the students must analyze the most widely used standardized tests to identify disorder/disability for children and adolescents. They analyze the tests’ validity, reliability, and significant biases among other factors. The information for the analysis is primarily from the test itself—generally the interpretive and technical manuals and the other information provided to anyone who purchases the test. That material is analyzed in light of the standards of the field, including the work of Dollaghan, Vance and Plante, Restrepo, and going back to even McCauley and Swisher‘s work of 1984. In the class students find and incorporate into their analysis any research on current or older versions of the test. Another part of the task is to analyze the significant biases including cultural and linguistic biases and biases related to socio-economic background.
The Bayley Scale of Infant and Toddler Development (Bayley-III) is designed to assess the developmental functioning of infants and young children 1-42 months of age. Read More
The PLS-5 is designed for use with children aged birth through 7;11 to assess language development and identify children who have a language delay or disorder. Read More
CELF-4 Test Review- Final Draftdocx.pdf
The Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) is a standardized test designed to assess the presence of a language disorder or delay in children aged 5-21. Read More
Test Resource Guide.pdf
This resource consists of reviews of standardized measures of cognition and affect that may be used to provide information for determining eligibility for special education and for planning the education of students who have an educational disability. This volume is one in a series of guides for assessment in the New York City Public Schools. Read More
Now that viewers have completed the video module series and learned about the bias and psychometric flaws inherent in standardized tests, Cate asks evaluators to change the clinical practice. Read More
This module explains that the administrator must be able to “see” that the child has a disability, based on the data and examples included in the evaluation. Read More
The LEADERSproject by Dr. Catherine (Cate) Crowley is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on a work at http://www.leadersproject.org.
Permissions beyond the scope of this license may be available by http://www.leadersproject.org/contact.
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