Test Review Language Christman, A

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Liberty University *

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621

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Linguistics

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Apr 3, 2024

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1 Test Review Language Assessments T EST R EVIEW L ANGUAGE A SSESSMENTS Your name: Ashley Christman Name of instrument: Clinical Evaluation of Language Fundamentals–Fifth Edition Author(s) of instrument: Wiig, Semel, & Secord Date of current publication: 2013 Publisher: Pearson Base all answers on information provided in MMY (available through Liberty University Online Library), course textbook, and, if necessary, recent scholarly sources. 1. List all “ global ” areas and their corresponding subtests that comprise each global area (add more or less space as needed): A. List all Global Areas (aka Domains, Clusters) : All Ages: Word Classes, Following Directions, Formulated Sentences, Recalling Sentences, Understanding Spoken Paragraphs, and the Pragmatics Profile (Hutchins & Pratt. 2017). Ages 5-8: Sentence Comprehension, Linguistic Concepts, and Word Structure (Hutchins & Pratt. 2017). Ages 9-21: The Word Definitions, Sentence Assembly, and Semantic Relationships (Hutchins & Pratt. 2017). B. List all Subtests: All Ages: Word Classes (understanding relationships between associated words), Following Directions (using working memory to execute verbal directions), Formulated Sentences (constructing semantically and grammatically correct sentences), Recalling Sentences (reproducing sentence structures), Understanding Spoken Paragraphs (interpreting information presented in a paragraph), and the Pragmatics Profile (an observational scale) (Hutchins & Pratt. 2017). Ages 5-8: Sentence Comprehension (understanding grammar at the sentence level), Linguistic Concepts (understanding concepts that require logical operations or connectives), and Word Structure (understanding morphological rules of English) (Hutchins & Pratt. 2017). Ages 9-21: The Word Definitions (defining words), Sentence Assembly (constructing words and word combinations correctly), and Semantic Relationships (interpreting sentences that use a variety of logical operations (Hutchins & Pratt. 2017). 2. State the age range this test can be administered to: 5-21 years 3. State the purpose of the test: This test is used as a “clinical tool” to identify, diagnose, and evaluate “language and communication disorders” (Hutchins & Pratt, 2017). 4. Describe the qualifications required for an examiner to administer this test: The test includes clear instructional manuals for examiners (Hutchins & Pratt, 2017). It also includes examiner prompts in the testing materials and primers to remind examiners of key procedures (Hutchins & Pratt, 2017). Materials for this test are “well-designed” to contribute to “fluid administration” (Hutchins & Pratt, 2017). Page 1 of 3

2 Test Review Language Assessments 5. List the types of scores (e.g., standard scores, percentile rank, scaled scores, age equivalent, grade equivalent, etc.) this test uses to report results: Growth scale values, age equivalents, percentile ranks, normal curve equivalents, stanines, and standard (scaled) test (M = 10, SD = 3) and index (M = 100, SD = 15) scores (Hutchins & Pratt, 2017). 6. List the instrument’s technical data (including actual numbers) regarding validity, reliability, and standardization / normative process. Validity: Thorough review of the CLEF-4 “through literature review, user feedback, and expert review” removed some test to establish “content validity” of the CLEF-5 (Hutchins & Pratt, 2017). Professionals also used “statistical evidence” to “analyze” “intercorrelations” with results ranging “from weak to strong” but were as expected (Hutchins & Pratt, 2017). Reliability: Reliability measures used a “split-half method and Spearman-Bowman correction” (Hutchins & Pratt, 2017). The coefficient for scores ranged from “.75 (adequate) to .98 (excellent)” (Hutchins & Pratt, 2017). Index scores average coefficients were “higher” ranging from “.95-.96” (Hutchins & Pratt, 2017). Standardization/Normative Process: The study included “more than 3,000 children, adolescents, and young adults” (Hutchins & Pratt, 2017). 200 students were included in the 5- and 12-year age bands, independently (Hutchins & Pratt, 2017). 150 students were included in the 13- and 16-year age bands, independently (Hutchins & Pratt, 2017). 180 students were included in the 17:0-21:11- year age band (Hutchins & Pratt, 2017). Samples varied by race and ethnicity following U.S. census data (Hutchins & Pratt, 2017). 7. State the approximate time needed to administer the test: Approximately 5-15 minute per test or 42 minutes for all tests (Hutchins & Pratt, 2017). Time will vary based on the age band of administration, but should fall in this range. 8. Did this test’s norming population include individuals with special needs and/or limited English proficiency? Approximately 7% of student included in the normative sample were diagnosed with a language disorder (Hutchins & Pratt, 2017). However, test used to identify conditions will decrease in accuracy if individuals with the condition are included in the normative sample (Hutchins & Pratt, 2017). 9. Describe the strengths of the instrument. If not explicitly stated in the MMY, support your answer based on the information given.: One strength of this test is it analyzes all language skills and not a subset of skills like other similar tests. It also appeals to a variety of age ranges and has different leveled tests that are dependent on specified age ranges. Each test is ideal for assessing a different language skill allowing examiners to pinpoint a student’s strengths and weaknesses. Page 2 of 3

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