ERIC Number: EJ879428
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 28
Considerations for Test Selection: How Do Validity and Reliability Impact Diagnostic Decisions?
Friberg, Jennifer C.
Child Language Teaching and Therapy, v26 n1 p77-92 2010
Nine preschool and school-age language assessment tools found to have acceptable levels of identification accuracy were evaluated to determine their overall levels of psychometric validity for use in diagnosing the presence/absence of language impairment. Eleven specific criteria based on those initially devised by McCauley and Swisher (1984) were applied to each of the selected tests in order to determine each test's overall level of psychometric validity. Results indicated that each of the selected assessment tools met at least eight of the 11 criteria used to evaluate each assessment tool. Five tests met 10 out of 11 criteria. Findings are discussed to assist clinicians in applying psychometric criteria to these selected tests, as well as those not reviewed as part of this current review of standardized assessment tools. A decision tree is included within the discussion of this study's findings to aid clinicians in the selection of standardized assessment tools that are most appropriate for clinical use, based on their psychometric characteristics. (Contains 4 tables and 1 figure.)
Descriptors: Test Selection, Language Impairments, Test Validity, Psychometrics, Evaluation Methods, Evaluation Criteria, Test Reliability, Diagnostic Tests, Educational Diagnosis, Preschool Education, Elementary Secondary Education, Comparative Analysis, Speech Language Pathology, Standardized Tests, Language Skills
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Secondary Education; Preschool Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Preschool Language Scale; Clinical Evaluation of Language Fundamentals