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

scholarly journals TRAS: Validity and sensitivity of a language assessment tool for children with ASD

2021 ◽  
Author(s):  
Johan Hansén‐Larson ◽  
Hampus Bejnö ◽  
Elin Jägerskogh ◽  
Svein Eikeseth ◽  
Lars Klintwall
Keyword(s):  
Assessment Tool ◽  
Language Assessment ◽  
Children With Asd

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

Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students

2015 ◽  
Vol 35 (12) ◽  
pp. 1142-1147 ◽  
Author(s):  
Paul J. Glew ◽  
Sharon P. Hillege ◽  
Yenna Salamonson ◽  
Kathleen Dixon ◽  
Anthony Good ◽  
...  
Keyword(s):  
Nursing Students ◽  
Predictive Validity ◽  
English Language ◽  
Assessment Tool ◽  
Language Assessment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals The role of scaffolding in children’s questions: Implications for (preschool) language assessment from a usage-based perspective

2016 ◽  
Vol 4 (1) ◽  
pp. 237-260
Author(s):  
Heike Behrens ◽  
Karin Madlener ◽  
Katrin Skoruppa
Keyword(s):  
Language Production ◽  
Language Assessment ◽  
Test Environment ◽  
Preschool Assessment ◽  
Complex Sentences ◽  
Preschool Language ◽  
Language Assessments ◽  
New Perspective ◽  
Communicative Abilities

AbstractThis article outlines a range of theoretical, empirical, and practical desiderata for the design of (preschool) language assessments that follow from recent insights into language development from a cognitive-linguistic and usage-based perspective. To assess children’s productive communicative abilities rather than their ability to judge the acceptability of complex sentences in isolation is a new perspective in language testing that requires theoretical motivation as well as operationalizable criteria for judging the appropriateness of children’s language productions, and for characterizing the properties of their language command. After a brief review of the basic rationale of current strands of preschool assessment in Germany (Section 2), the fundamental usage-based assumptions regarding children’s developing linguistic competence and their implications for the design of preschool language diagnostics are characterized (Section 3). In order to assess children’s language production, in particular its flexibility and productivity in context, a test environment needs to be created in which children are allowed to use a certain range of language in meaningful contexts. Section 4 thus zooms in on the central question of scaffolding. Section 5 presents corresponding corpus evidence for adult strategies of prompting children to elaborate their answers and for typical child responses. Sections 6 and 7 discuss the corpus-based findings with respect to their implications for the design of ( preschool) language assessment and point to further challenges.

Elicited Imitation Revisited

1987 ◽  
Vol 18 (4) ◽  
pp. 301-311 ◽  
Author(s):  
Martin Fujiki ◽  
Bonnie Brinton
Keyword(s):  
Clinical Application ◽  
Assessment Tool ◽  
Language Assessment ◽  
Elicited Imitation ◽  
Spontaneous Language ◽  
Language Sampling ◽  
Negative Findings ◽  
Wide Clinical Application

Although a number of recent studies have questioned the validity of elicited imitation as a language assessment tool, this procedure continues to enjoy wide clinical application. Most of the negative findings regarding the procedure indicate that a child's imitated productions do not reflect spontaneous productions. This study reassessed this issue by comparing elicited imitation and spontaneous language sampling as informal methods of language evaluation, and then examining performance on a within subject basis. Thirteen language-disordered subjects, ranging in age from 5:6 to 6:6, participated in the study. Two half-hour spontaneous language samples were elicited from each child. In addition, each subject was given an examiner-constructed elicited imitation test. The performance of each subject was examined, and it was observed that the comparability of the tasks was highly variable from subject to subject. When the results of the two procedures were compared with regard to structure mastery, results were also highly variable between subjects. These results are discussed with regard to the clinical application of elicited imitation.

scholarly journals CELBAN: A 10-Year Retrospective Catherine Lewis & Blanche Kingdon

2016 ◽  
Vol 33 (2) ◽  
pp. 69 ◽  
Author(s):  
Catherine Lewis ◽  
Blanche Kingdon
Keyword(s):  
English Language ◽  
Assessment Tool ◽  
Language Assessment ◽  
Lessons Learned ◽  
Red River ◽  
Current Profile ◽  
Canadian English ◽  
High Stakes ◽  
Benchmark Assessment ◽  
Challenges And Opportunities

This article provides a 10-year review by the test developers of the Canadian English Language Benchmark Assessment for Nurses (CELBAN™). From 2004 to 2014, the development, implementation, national administration, and operations of CELBAN and CELBAN-related products and services were the responsibility of the test developers and team at the Canadian English Language Assessment Services (CELAS) Centre at Red River College, Winnipeg, Manitoba. The CELAS Centre team experienced both challenges and opportunities during this 10-year period. As CELBAN expands, and in light of its current profile as a high stakes language assessment tool, a time for reflection and review is warranted. This retrospective review of CELBAN provides an overview of its history, administration, operations, and growth, as well as challenges experienced and lessons learned by the CELAS Centre team. Further research and development ideas are also posited by the CELBAN test developers. Cet article présente un examen décennal par les auteurs du CELBAN (Canadian English Language Benchmark Assessment for Nurses), l’évaluation de compétence linguistique pour infirmiers et infirmières. De 2004 à 2014, les auteurs du test et l’équipe au centre canadien des services d’évaluation de compétence linguistique en anglais (CELAS) situé au Red River College, à Winnipeg, au Manitoba, étaient responsables du développement, de la mise en œuvre, de l’administration à l’échelle nationale et des activités du CELBAN, ainsi que des produits et des services qui en découlent. Pendant ces dix ans, l’équipe du centre CELAS a affronté des défis et fait face à de nouvelles occasions. Compte tenu de la croissance du CELBAN et de son profil actuel comme outil d’évaluation linguistique à enjeux importants, une période de réflexion et de révision se justifie. Cet examen rétrospectif du CELBAN offre un aperçu de son histoire en évoquant son administration, ses activités, sa croissance, ainsi que les dé s affrontés et les leçons apprises par l’équipe du centre CELAS. Les auteurs du test proposent de nouvelles pistes de recherche et des idées de développement. 

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