Interpretation and Use of Standardized Language Assessments for Diverse School-Age Individuals

Abstract

Purpose: The ultimate aim of an assessment is to help examiners make valid conclusions about an individual's skill given their performance on a particular measure. However, assessing the language abilities of culturally and linguistically diverse (CLD) individuals requires researchers and practitioners to carefully consider the appropriateness of traditional parameters of test psychometrics (e.g., reliability, or consistency of assessments as measurement) plus the intersectional identities that inform the generalizability of these parameters. The purpose of this clinical focus article is to provide clinicians and researchers with resources to interpret and use common standardized language assessments in English for CLD school-age youth. We present theories from psychometrics, legal studies, and education relevant to language assessment of diverse individuals, review standardized language assessments in English, and provide theory-to-practice applications of language assessment scenarios. Conclusions: Implementing intersectional approaches in working with diverse children and using assessment scores as just one piece of evidence amid a broader evidence base will contribute to a more accurate evaluation of CLD children's language abilities. A comprehensive approach involving multiple stakeholders across the field of communication sciences and disorders may support achieving such implementation.