Preschool Language Assessment Instrument (PLAI) vs. a Thematic Version (PLAI-T) and Preschool Language Assessment Instrument-Second Version (PLAI-2)

2012 ◽  
Keyword(s):  
Language Assessment ◽  
Assessment Instrument ◽  
Preschool Language

scholarly journals Preschoolers' Performance on the Brazilian Adaptation of the Preschool Language Assessment Instrument - Second Edition

2016 ◽  
Vol 68 (2) ◽  
pp. 73-79
Author(s):  
Tâmara Andrade Lindau ◽  
Natalia Freitas Rossi ◽  
Celia Maria Giacheti
Keyword(s):  
Language Assessment ◽  
Assessment Instrument ◽  
Preschool Language

scholarly journals Cross-cultural adaptation of Preschool Language Assessment Instrument: Second Edition

CoDAS ◽  
2014 ◽  
Vol 26 (6) ◽  
pp. 428-433 ◽  
Author(s):  
Tâmara Andrade Lindau ◽  
Natalia Freitas Rossi ◽  
Célia Maria Giacheti
Keyword(s):  
Age Groups ◽  
Language Assessment ◽  
Pilot Project ◽  
Brazilian Portuguese ◽  
Assessment Instrument ◽  
Original Version ◽  
Portuguese Version ◽  
Preschool Language ◽  
Brazilian Version ◽  
Back Translation

PURPOSE: In Brazil, formal tools for the evaluation of spoken language are scarce. Therefore, this study aimed to translate and adapt to Brazilian Portuguese the Preschool Language Assessment Instrument: Second Edition (PLAI-2). METHODS: The process of translation and adaptation of this instrument was conducted in two stages - Stage 1: (1a) translation of the original version to Brazilian Portuguese, (1b) comparison of the translated versions and synthesis into a single Portuguese version, (1c) back-translation, (1d) revision of the translated version; and Step 2: (2a) application of the Portuguese version in a pilot project with 30 subjects, and (2b) statistical comparison of three age groups. RESULTS: In the Brazilian version, all items of the original version were kept. However, it was necessary to modify the application order of one item, and the change of one picture was suggested in another. The results obtained after application indicated that the Brazilian version of the PLAI-2 allows us to distinguish the performance of participants belonging to different age groups, and that the raw score tends to increase with age. CONCLUSION: Semantic and syntactic adjustments were required and made to ensure that PLAI-2 would be used with the same methodological rigor of the original instrument. The adaptation process observed the theoretical, semantic, and cultural equivalences.

scholarly journals Preschool Language Assessment Instrument, second edition, in Brazilian Portuguese-speaking children

CoDAS ◽  
2014 ◽  
Vol 26 (4) ◽  
pp. 328-330 ◽  
Author(s):  
Tâmara Andrade Lindau ◽  
Natalia Freitas Rossi ◽  
Célia Maria Giacheti
Keyword(s):  
Language Skills ◽  
Expressive Language ◽  
Language Assessment ◽  
Brazilian Portuguese ◽  
Assessment Instrument ◽  
Preschool Language ◽  
Significant Difference ◽  
Back Translation ◽  
Test Version ◽  
Initial Results

PURPOSE: To present a brief report on the initial results of the application of Preschool Language Assessment Instrument, second edition, in Brazilian Portuguese-speaking children.METHODS: The study included 300 children with typical language development, from both genders, aged from 3 to 5 years and 11 months, as proposed by the original test version. After translation, back-translation, and adaptation of the second edition of the Preschool Language Assessment Instrument, the instrument was administered to investigate the receptive and expressive language skills.RESULTS: There was a significant difference between the average gross scores of the three groups for both "receptive" and "expressive" language skills, and a growing tendency of scores according to age.CONCLUSION: After analysis, we found that versions translated and adapted for Brazilian Portuguese speakers allow one to evaluate and discriminate the performance of children in receptive and expressive language skills, according to age group, as well as the original version.

scholarly journals Developing Culture-Based English Language Assessment Instrument for Second Semester of Grade Seven of Junior High School in Buleleng Sub-District to Support the Implementation of Curriculum 2013

2018 ◽  
Vol 23 (2) ◽  
pp. 21
Author(s):  
Ida Ayu U Wasundari ◽  
Ni Komang Arie Suwastini ◽  
I Gede Batan
Keyword(s):  
High School ◽  
Research And Development ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Language Assessment ◽  
Expert Judgment ◽  
Assessment Instrument ◽  
Source Analysis

This research aimed at developing culture-based English language assessment instrument for the second semester of grade seven of junior high school in Buleleng Subdistrict to support the implementation of Curriculum 2013. This research was categorized as research and development. Research and development model which was used in this research proposed by Peffers et.al (2007). The suitable English assessment for the second semester of grade seven of junior high school was English assessment with integrated Balinese culture in order to support the development of character building. The steps of developing this English assessment instrument included assessment goal analysis, assessment standard analysis, syllabus analysis, learning source analysis, designing blue print, developing assessment, expert judgment, and revision. This research produced English assessment instrument which assessed students’ affective, cognitive, and psychomotor domains. The reliability and quality of the developed assessment instrument were found out by giving expert judgment form to the experts of assessment and English language teaching. The scores which were given by the two experts were 650 from the first expert and 802 from the second expert. Based on those scores, the quality of the developed English assessment instrument was categorized as excellent. The reliability of the data was categorized as excellent in which the score of Alpha Cronbach’s coefficient was 0.9. It means that the developed culturebased English assessment instrument was suitable to be used in teaching and learning process that implements Curriculum 2013 in Buleleng Sub-district.

The Relationship Between Middle-Class Parents’ Book-Sharing Discussion and Their Preschoolers’ Abstract Language Development

1997 ◽  
Vol 40 (6) ◽  
pp. 1261-1271 ◽  
Author(s):  
Anne van Kleeck ◽  
Ronald B. Gillam ◽  
Lori Hamilton ◽  
Cassandra McGrath
Keyword(s):  
Middle Class ◽  
Positive Influence ◽  
Assessment Instrument ◽  
Book Reading ◽  
Levels Of Abstraction ◽  
Preschool Language ◽  
Abstract Language ◽  
Language Abstraction ◽  
Four Levels ◽  
Book Sharing

Thirty-five mothers and fathers were videotaped in their homes as they read a familiar and unfamiliar book to their preschoolers aged between 3;6 and 4;1. Parental discussions about the text were coded for four levels of abstraction and correlated with children’s gains one year later on a formal test of the same four levels of language abstraction (the Preschool Language Assessment Instrument). Parental input at three of the four levels of abstraction was positively and significantly correlated with their children’s gains at the highest level of abstraction. This was also the level at which children’s scores were the lowest initially and showed the greatest gains. The results suggest that discussions during book reading with preschoolers may be a positive influence, since it was parents’ amount of input at lower as well as higher levels of abstraction that correlated with the children’s development of more abstract language. We speculate that more input at lower levels might enhance learning by creating a climate of success in allowing children to display mastered skills, whereas more input at higher levels might enhance learning by challenging children with abstract language skills they are just beginning to acquire. In contrast to previous research, these results suggest that there is a great deal of variability in middle-class families in the amount of input that children receive at various level of abstractions during book sharing.

Malay Preschool Language Assessment Tool

2010 ◽  
Author(s):  
Rogayah A. Razak ◽  
Charles L. Madison ◽  
Yee Kuan Siow ◽  
Mohd. Azmarul A. Aziz
Keyword(s):  
Assessment Tool ◽  
Language Assessment ◽  
Preschool Language
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