ASSESSMENT EVALUATION 1
Assessment Evaluation: Behavioral, Remediation, or Intervention Assignment
Andrica Mclemore
School of Education, Liberty University
ASSESSMENT EVALUATION 2
Analysis of Expressive Vocabulary Test (EVT)
Summary of Assessment
The Expressive Vocabulary Test appears to be a test with no time constraint
and shows how a person uses words to express themselves.In a way I feel
as if it helps also to show that persons thought process as it
requires people to say synonnyms of words and pictures given.
Strengths and Weaknesses of the Assessment
One strength of this assessment is that this is a really organized and very easy to use test.
The pictures used in this test are very clear and colorful .The right and wrong answers can be
identified easy as there is a color system.This test can be used for a wide range of individuals.
I’m afraid that one weakness is that a student can take the same test and because the test-retest
reliabilities appear rather low the scores can be very different every time.I would think that one
weaknes would be in that scoring this test can be difficult with only basic details being giving on
scoring.
Justification and Use of the Assessment
The EVT test works well with the Peabody Picture Vocabulary Test (PPVT-III) which measures
the words we as people can understand. The Expressive Vocabulary Test can give the test
administrator a clear view of the person language abilities. This test can be given to a wide range
of people. This test can be used to descover and diagnose different learning disabilitys .
Name of Instrument #1 Expressive Vocabulary Test
Author(s) of Instrument #1 Williams, Kathleen T.
Date of Publication 1997
Publisher American Guidance Service, Inc.
1. Describe the subtests (e.g., learning areas).
The test is broken into two sections labeling items where students have to identify whats in
the picture. The second section is synonym where students will
ASSESSMENT EVALUATION 3
2. Describe the age range.
This age grouprange is 2 to 90+ years and choose the words they want to use to convey what
they are thinkin
3. State the purpose of the instrument.
The purpose of the EVT is to test how people use and choose the words they want to use to convey what they are
thinking; It is used to show people’s ability to produce words and synonyms, helping with a persons ability to
understand language assessment provided by the PPVT-III
4. Describe the examiner qualifications.
Should be someone who understands the directions a teacher,counselor,principal certified test
administrator.
5. Describe the available scores.
comparison between EVT and PPVT-III standard scores yields an evaluation of word retrieval; scoring
ASSIST(TM) provides extended norms below 40 and includes vocabulary-building exercises. Author: Kathleen
T. Williams. Publisher: American Guidance Service, Inc.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
Click or tap here to enter text.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
This test offers very easy to follow instructions
8. State the approximate administration and scoring time.
There is no timelimit but according to this document typical times range from 9.0 to 25.1 with
a mean of 15 minutes.
9. Describe features of the scoring procedures that are well designed and easy to follow.
This test is clear and consice easy to use.
10. Explain this instrument’s adaptation for students with limited English proficiency.
The use of colorful pictures can be used to helt students with limited English proficiency
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
This test has the ability to determine the difference betweennormal development and many
different language impairments,
12. Describe the adaptation of the instrument for use with children who have special
needs.
The use of very simple language can be used
13. Describe the strengths of the instrument.
One strength of this assessment is that this is a really organized and very easy to use test. The pictures used in
this test are very clear and colorful.This test can be used for a wide range of individuals.
14. State any weaknesses of the instrument.
I’m afraid that one weakness is that a student can take the same test and because the test-retest reliabilities
appear rather low the scores can be very different every time.I would think that one weknes would be in that
scoring this test can be difficult with only basic details being giving on scoring.
15. Additional comments, information, and observations:
ASSESSMENT EVALUATION 4
Analysis of Informational Reading Inventory (IRI)
Summary of Assessment
This test is created to test a students reading comprehension and reading ability.This is
one that I am very familiar with . Using this test allows a teacher to find a students independent,
instructional, frustration, and listening comprehension levels. These are all key componnets in
providing students with the best opportunity to show growth and understanding . This test
profides vage info on the demographics of who the students are that took the test to help know
what populations respond well to this system . This system seems to be missing a lot of
supporting data.
Strengths and Weaknesses of the Assessment
One strength for me is that it gives students a word list to have them read and scored to
determine the reading level. SO you know that the stuendts are reading a passage that is within
there reading ability. This makes the test personalized in a way ensuring a student is able to get
accurate data from this test . This test will provide you with a students independent, instructional,
frustration, and listening comprehension levels. This means that the teacher can adjust and talor
lesion to ensure she is reaching each child. One weakness I find is that the information on who
the test was administered to as far as of the population's size, sex, ethnicity, or location means I
don’t know how all populations respond to this test
Justification and Use of the Assessment
I can see why this test is used very much because it allows you to find a students different
level and that gives you thet ability to tailor the lessons for each student. This test can be used
with each of the different grade levels.This type of testing system allows for targeted
intervention and targeted instruction for students with disabilities and reading problems.
ASSESSMENT EVALUATION 5
Name of Instrument #2 Informational Reading Inventory (IRI)
Author(s) of Instrument #2 Roe, Betty D.; Burns, Paul C.
Date of Publication 1985-2002.
Publisher Houghton Mifflin Harcourt, Corporate Headquarters, 125 High Street,
Boston, MA, 02110, [email protected],
https://www.hmhco.com
1. Describe the subtests (e.g., learning areas).
students independent, instructional, frustration, and listening comprehension levels
2. Describe the age range.
The age range is beginning readers through 12th grade
3. State the purpose of the instrument.
To determine a students reading ability and comprehension ability.
4. Describe the examiner qualifications.
Should be a reading teacher or qualified teacher
5. Describe the available scores.
students independent, instructional, frustration, and listening comprehension levels
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
This test gives very little techinal data and very little justifiability.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
This is an easy to use assessment with very clear directions
8. State the approximate administration and scoring time.
(40–50 minutes).
9. Describe features of the scoring procedures that are well designed and easy to follow.
You can accuratle obtain student levels in a very user friendly way.
10. Explain this instrument’s adaptation for students with limited English proficiency.
This test uses different reading passages from all different reading levels which helps students
with limited English proficiency.
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
Because of the varied words list and reading passages Im sure you can find a passage that
would be on level for a student with a disability.
12. Describe the adaptation of the instrument for use with children who have special
needs.
Because of the varied words list and reading passages Im sure you can find a passage that
would be on level for a student with special needs as well
13. Describe the strengths of the instrument.
You are able to get each students independent and fustrational levels to help ensure you are
reaching each student
14. State any weaknesses of the instrument.
There is no real data to show how the word lists were chosen or even the passages to way to
ensure you are uing the right passage for the right group of students.
15. Additional comments, information, and observations:
ASSESSMENT EVALUATION 6
Analysis of OWLS-II Oral and Written Language Scale
Summary of Assessment
This assessment helps to determine the students ability to use his words and word
combinations. This test will also test the students use of grammar used in written and spoken
language. It can show the students understandinf of figurative language and figurative speech. In
the writing section can the student determine the story structure and the language components in
writing. This test will provide comprehension measurement of oral and written language.
(Carrow-Woolfolk 1996-2011)
Strengths and Weaknesses of the Assessment
Some of the strengths I could see where that the two tests can be given independently at
different times and in any order.The questins in the exam are multiple choice which on average
gives students a better chance of getting the correct answer. The test starts out eay and gradually
gets harder. The results from the test could generate great intervention information. Some of the
weakness your age not ability determing your starting range some one could be older but on a
much lower level causing the start to be off.Scoring using the scals could be difficult if you don’t
have a clear understanding .
Justification and Use of the Assessment
This test is a comprehensive analyasis of bothThe scores from this test can be used to find
language delays or disabilities and determine eligibility and oral and writing knowledge, This
uses reading comprehension and and written expression. This tes offers user friendly instructiona
and score scales for graiding it even offers a digitial graiding system.
ASSESSMENT EVALUATION 7
Name of Instrument #3 OWLS-II Oral and Written Language Scale
ASSESSMENT EVALUATION 8
Author(s) of Instrument #3 Carrow-Woolfolk, Elizabeth; Williams, Kathleen T.
Date of Publication 1996-2011.
Publisher Western Psychological Services, 625 Alaska Avenue,
Torrance, CA, 90503-5124,
[email protected], www.wpspublish.com
1. Describe the subtests (e.g., learning areas).
Reading comprehension and written expression
2. Describe the age range.
youth ages 5–21
3. State the purpose of the instrument.
This test will provide comprehension measurement of oral and written language.
4. Describe the examiner qualifications.
professional training in speech and language and a clear understanding of language structure.
5. Describe the available scores.
composite scores as well as skill-specific scores.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The data for the standardization of the OWLS-II was collected from 2,123 individuals from 31 states who were
proficient in English. The test authors admit that the norms are not appropriate for examinees who do not have
strong English
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
It has an easel for presentation and clear instructions
8. State the approximate administration and scoring time.
10-30 minutes per scale.
9. Describe features of the scoring procedures that are well designed and easy to follow.
a Composite Written Language Score can be generated. These scales can also be used with the OWLS-II Oral
Expression and Listening Comprehension Scales to generate additional Composite Scores.
10. Explain this instrument’s adaptation for students with limited English proficiency.
This test offers different coding for students with Limited English proficiency to help ensure
that there scores are accurate .
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
This test does evualate both oral and written language skills.
12. Describe the adaptation of the instrument for use with children who have special
needs.
This test can determine specific language delays or disorders that could help to target
instruction and intervention needed.
13. Describe the strengths of the instrument.
the two tests can be given independently at different times and in any order
14. State any weaknesses of the instrument.
Scoring using the scals could be difficult if you don’t have a clear understanding .
15. Additional comments, information, and observations:
Analysis of Peabody Picture Vocabulary Test, Fifth Edition
ASSESSMENT EVALUATION 9
Summary of Assessment
This test helps to understand both the spoken and written words that students
understand.This test is in away combining all other subset test.It measures word knowledge like
verbs,nouns,adjectives,and a comprehensive evaluation. Testers have to choose one of the for
pictures for the word given by the administrator. This would be a good thest to help with students
focusing on vocabulary skills.
Strengths and Weaknesses of the Assessment
One of the strengths I found was that the test offers digital administration, scoring
helping to reduce scoring errors. This test offers detaild instructions for test adminstrators. This
test offers very detailedand ilstrutations for correctly scoring. A weakness of this assessment may
be that the test did not get feed back from Mexico when a large part of teste population identifies
as haspanic. This test can tend to have narrow focus with the test focusing on receptive
vocabulary. The test could be inaccurate because of the adminstartors accent or diction.
Justification and Use of the Assessment
This is a populary used test for ages 2.5 to 90 yrs to test receptive vocabulary skills. This
test offers clear and consice directions with detailed examples and a digital options to ensure
accuracy. This uses a standardization process ensuring representation across different
demographics in the United States.
Name of Instrument #4 Peabody Picture Vocabulary Test, Fifth Edition
Author(s) of Instrument #4 Dunn, Douglas M.
Date of Publication 1959-2019.
Publisher Pearson, 19500 Bulverde Road, San Antonio, TX, 78259,
[email protected], www.pearsonassessments.com
ASSESSMENT EVALUATION 10
1. Describe the subtests (e.g., learning areas).
Spoken and written word subtests
2. Describe the age range.
Ages 2-6 to 90+.
3. State the purpose of the instrument.
To test the vocabulary skills for students 2.5 to 90yrs
4. Describe the examiner qualifications.
This test has very clear instructions and can be giving by a trained professional.
5. Describe the available scores.
Total score only
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
This test offers comprehensive data with very detailed data.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
Item administration is clearly presented instructing the examiner to say, “Put your finger on [word],” “Show me
[word],” “Point to [word],” “Where is [word]?” and so forth. Additional instructions are provided for encouraging
responses, guessing, and handling unclear responses.
8. State the approximate administration and scoring time.
It is untimed (although examiners are instructed to prompt a response after approximately 10 seconds), and
median completion time ranged from 11 to 16 minutes during standardization.
9. Describe features of the scoring procedures that are well designed and easy to follow.
Scoring the PPVT–5 is well described and illustrated with figures as is the process of transforming raw scores to
standard scores (M = 100, SD = 15) with 90% and 95% confidence intervals, percentile ranks, normal curve
equivalents, stanines, age equivalents (four major limitations explicitly described in the test manual), and growth
scale values.
10. Explain this instrument’s adaptation for students with limited English proficiency.
The students are able to choose from pictures to identify the word given by test adminstrator
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
This test uses a diverse demographics to ensure realibility of test.
12. Describe the adaptation of the instrument for use with children who have special
needs.
This test offers the opportunity for students to provide verbal responses they can even use
pointing aids to answer.
13. Describe the strengths of the instrument.
The test offers digital administration, scoring helping to reduce scoring errors.
14. State any weaknesses of the instrument.
This test can tend to have narrow focus with the test focusing on receptive vocabulary
15. Additional comments, information, and observations:
none
References
ASSESSMENT EVALUATION 11
Roe, Betty D.; Burns, Paul C. (1985-2002.). Burns/Roe Informal Reading Inventory: Preprimer to
Twelfth Grade, Sixth Edition. K. F. Geisinger, R. A. Spies, J. F. Carlson, & B. S. Plake
(Eds.), The seventeenth mental measurements yearbook. 2007.
Williams, K. T. (1997). Expressive Vocabulary Test. American Guidance Service, Inc B. S.
Plake & J. C. Impara (Eds.). (2001). The Fourteenth Mental Measurements Yearbook.
Lincoln, NE: Buros Institute of Mental Measurements
Dunn, D. M. (1959-2019). Peabody Picture Vocabulary Test, Fifth Edition (PPVT-5). Pearson.
Retrieved from Pearson Assessments, 19500 Bulverde Road, San Antonio, TX, 78259,
[email protected], www.pearsonassessments.com
