Test Review_Achievement_Assessments

EDUC 621 T EST R EVIEW T EMPLATE Your name: Breunnica T. Kegler Name of instrument: Clinical Evaluation of Language Fundamentals–Fifth Edition Author(s) of instrument: Wiig, Elisabeth H. ; Semel, Eleanor ; Secord, Wayne A. Date of current publication: 1980-2013 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. Global Area: Core Language Score Subtests: Formulated Sentences, Recalling Sentences, Understanding Spoken Paragraphs, Semantic Relationships B. Receptive Language Index Subtests: Word Classes, Understanding Spoken Paragraphs, Semantic Relationships C. Expressive Language Index Subtests: Formulated Sentences, Recalling Sentences, Sentence Assembly D. Language Content Index Subtests: Word Classes, Understanding Spoken Paragraphs, Sentence Assembly E. Language Memory Index Subtests: Following Directions, Formulated Sentences, Recalling Sentences F. Word Definitions Subtests: No known subtests found. G. Pragmatics Profile Subtests: No known subtests found. H. Pragmatics Activities Checklist Subtests: No known subtests found. I. Reading Comprehension Subtests: No known subtests found. J. Structured Writing. Subtests: No known subtests found. Page 1 of 3

EDUC 621 2. State the age range this test can be administered to: Ages 5 through 21 3. State the purpose of the test: This test was designed as a clinical tool to identify, diagnose, and follow up the evaluation of language and communication disorders. 4. Describe the qualifications required for an examiner to administer this test: The tests can be administered as a battery or separately by Speech-language pathologists, Special educators, and related professionals 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. Your answer should follow the examples stated here. Do not list anything else. The CELF-5 yields 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. 6. List the instrument’s technical data (including actual numbers) regarding validity, reliability, and standardization / normative process. Validity: For four distinct cut scores (-1 SD, -1.3 SD, -1.5 SD, -2 SD), the Core Language Score, the Receptive Language Index, and the Expressive Language Index were used to evaluate the diagnostic accuracy of the CELF-5. The test's authors determined that the ideal cut score is -1.3 SD, or 80, which yields 97% sensitivity and 97% specificity. Reliability: For test scores, the normative sample's average reliability coefficients vary from.75 (sufficient) to.98 (outstanding) for all age groups. The index scores had, on average, higher average coefficients, ranging from.95 to.96. Excellent coefficients were found for test and index scores for each of the three clinical groups. Strong dependability was found for Word Structure (.99), Formulated Sentences (.95), Word Definitions (.91), and Structured Writing (.96) based on intraclass correlation. Standardization/Normative Process: The CELF-5 "standardization and related reliability and validity studies" encompassed almost 3,000 children, adolescents, and young adults, according to the technical manual. It comprised 200 people aged 5:0-5:11 to 12:0-12:11, 150 people aged 13:0- 13:11 to 16:0-16:11, and 180 people aged 17:0-21:11" (p. 26). The sample was stratified by age, gender, race/ethnicity, geographic region, and caregiver education level, and data for the normative sample matched U.S. Census data on all variables. 7. State the approximate time needed to administer the test: (5-14) minutes per test; (34) minutes for all tests comprising Core Language Score. 8. Did this test’s norming population include individuals with special needs and/or limited English proficiency? Explain. For all CELF-5 test and index scores, two clinical samples— students with autism spectrum disorder and students with learning disabilities with reading and/or writing difficulties—were compared to a matched sample of children with average development. Of the 40 comparisons, all but one had statistically significant differences (p <.05), and the effect sizes were usually sizable. The normative sample consisted of 2,380 pupils from 47 states, ages 5 to 21, representing both normally developing children and youth and those with language impairments. 56.9% of the sample was White, 20% Hispanic, 13.8% African American, and 3.6% Asian, according to demographic statistics; the remaining 5.8% of the sample's race or ethnicity Page 2 of 3