ASSESSMENT EVALUATION 1
Assessment Evaluation: Reading and Language
Arianna McGuigan
<Insert Your Name Here>
School of Education, Liberty University
ASSESSMENT EVALUATION 2
Analysis of the Diagnostic Assessments of Reading, Second Edition (DAR-2)
Summary of Assessment
The Diagnostic Assessments of Reading, Second Editon (DAR-2), is the second edition
to the original Diagnostic Assessments of Reading (DAR). The DAR-2 serves as a constituent to
the DARTTS (Diagnostic Assessments of Reading with Trial Teaching Strategies) testing and
teaching program, which serves as both an assessment and intervention tool for educators
nationwide. The DAR-2 is an individually administered assessment designed to assess a
student’s skills in reading. Schools use the DAR-2 to identify a student’s strengths and
weaknesses in reading from kindergarten to twelfth grade.
Strengths and Weaknesses of the Assessment
One of the DAR-2's many strengths is its personalized, untimed style, which enables
students to work at their own pace and is appropriate for people with diverse impairments. The
test evaluates an array of reading skills, including spelling, phonics, word identification, and
reading comprehension. Additionally, the test provides qualitative information on reading
deficits and strengths, allowing for individualized intervention or training.
The DAR-2 does have certain weaknesses, though, like the time-consuming nature of its
administration, which may be tough for students of a younger age or students suffering from
attention deficits. Furthermore, it is less appropriate for English Language Learners or students
using English as a second language without further accommodations due to its dependence on
English proficiency. Overall, the DAR-2 is still a useful assessment for evaluating individual
reading skills despite these issues.
Justification and Use of the Assessment
ASSESSMENT EVALUATION 3
The DAR-2 is a favorable assessment instrument for evaluating a variety of reading
skills, including phonics, spelling, comprehension, and word identification. It is especially
helpful for assessing reading deficits in students, including those with special needs or
learning disabilities, because of its personalized nature. Targeted interventions and
individualized instruction are informed and guided by the DAR-2's ability to determine
instructional reading levels and report students' strengths and weaknesses. The test's
adaptability and ability to assess multiple components of reading make it an extremely
useful tool for understanding and meeting the unique needs of individual students.
Name of Instrument #1
Diagnostic Assessments of Reading, Second Edition
ASSESSMENT EVALUATION 4
Author(s) of Instrument #1
Roswell, Florence G., Chall, Jeanne S., Curtis, Mary E.,
Kearns, Gail.
Date of Publication
1992-2006
Publisher
PRO-ED
1. Describe the subtests (e.g., learning areas).
The DAR-2 provides testing in Reading and Language, more specifically Print Awareness,
Phonological Awareness, Letters and Sounds, Word Recognition, Word Analysis, Oral
Reading, Silent Reading Comprehension, Spelling, and Word Meaning.
2. Describe the age range.
The DAR-2 is administered to children in grades K-12.
3. State the purpose of the instrument.
The DAR-2 is meant to function as an assessment of individual reading ability for the
DARTTS testing and teaching program.
4. Describe the examiner qualifications.
DAR-2 examiner qualifications are not specified, but examiner should have a backgorund in
education or testing training.
5. Describe the available scores.
The DAR-2 provides raw scores, percentile ranks, standard scores, and instructional reading
levels.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The DAR-2 provides technical data such as development, reliability, and validity.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
The Dar-2 testing kit provides a detailed teacher’s manual, response record with directions for
administration, and benchmarks for mastery are provided for each subtest.
8. State the approximate administration and scoring time.
Administration time for the DAR-2 is implied to be approximately 40 minutes. Scoring time
not provided.
9. Describe features of the scoring procedures that are well designed and easy to follow.
The DAR-2 testing kit includes detailed directions for scoring and recording test scores.
10. Explain this instrument’s adaptation for students with limited English proficiency.
The DAR-2 can be adjusted for students with limited English skills by focusing on its one-on-
one and flexible testing style.
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
The DAR-2 is highly appropriate for use with children who have disabilities due to its
flexibility, individualized administration, and focus on instructional levels.
12. Describe the adaptation of the instrument for use with children who have special
needs.
The DAR-2 is adaptable, individualized, and untimed. This allows students to work on their
own pace, and its qualitative scoring system emphasizes student strengths as opposed to only
focusing on deficits.
13. Describe the strengths of the instrument.
The DAR-2 has several strengths, including its consistency, flexibility, individualized and
untimed format, and broad range of subtests.
14. State any weaknesses of the instrument.
ASSESSMENT EVALUATION 5
Weaknesses of the DAR-2 include time-intensive administration, heavy reliance on examiner
judgement, and its being less suitable for students who are not proficient in English.
15. Additional comments, information, and observations:
The instrument is the second edition of the original Diagnostic Assessment of Reading.
ASSESSMENT EVALUATION 6
Analysis of the Expressive Vocabulary Test (EVT)
Summary of Assessment
The Expressive Vocabulary Test (EVT) is a standardized instrument designed to assess
an individual's ability to express words verbally by showing visual prompts. The EVT is
relatively easy to administer, usually taking around 15 minutes, and supplies administrators with
results in the form of percentile ranks, raw scores, and standard scores. Although the EVT yields
useful information regarding a student’s oral vocabulary knowledge, it unfortunately does not
assess vocabulary usage or other linguistic devices. Although the test can be modified for a
variety of populations, it may limit those lacking English proficiency or others who may not be
able to use oral communication. All things considered, the EVT is a useful assessment for
evaluating expressive vocabulary and guiding instruction and/or interventions.
Strengths and Weaknesses of the Assessment
The Expressive Vocabulary Test (EVT) has several strengths. The test focuses only
on one facet - expressive vocabulary, is quick to administer, and is useful for a wide range
of ages. The EVT gives reliable results such as raw scores, standard scores and percentile
ranks. The test is suitable for most populations, including those with special needs,
although it may not be fully appropriate for people who use alternative forms of
communication or have limited English proficiency. However, the EVT has some
weaknesses, including the fact that it only assesses expressive vocabulary and does not
assess other components of language usage, such as grammar and sentence structure.
Additionally, the test may have cultural biases, and the one-word responses may not reflect
vocabulary used in more realistic, everyday scenarios.
ASSESSMENT EVALUATION 7
Justification and Use of the Assessment
The Expressive Vocabulary Test (EVT) is widely used to assess an individual's
expressive vocabulary, providing valuable insights into language development, delays, or
disabilities. According to Orest Eugene Wasyliw, a reviewer of the EVT, the test’s main
advantage is that:
The EVT is designed to be easily administered and to be given by technicians and people
with a variety of backgrounds. It appears successful in this regard. Instructions, stimuli,
and scoring procedures are very clear. The EVT does appear very easy to learn and
administer, and easy for examinees to understand. The training items are also a welcomed
aspect of this instrument (Wasyliw).
The EVT is especially useful for identifying students with language deficits, including those
with speech and language delays, learning disabilities, or cognitive impairments. The EVT helps
educators gauge verbal expression, which is critical for academic success and social
communication. The test is justified for use due to its strong reliability, ease of administration,
and versatility across a broad age range of those who may be administered the test. Furthermore,
the EVT can aid the development of targeted interventions or individualized education plans
(IEPs) by pinpointing areas where a person may need linguistic support.
ASSESSMENT EVALUATION 8
Name of Instrument #2
Expressive Vocabulary Test
Author(s) of Instrument #2
Williams, Kathleen T.
Date of Publication
1997
Publisher
American Guidance Service, Inc.
1. Describe the subtests (e.g., learning areas).
The EVT consists of two learning areas: labeling and synonyms.
2. Describe the age range.
The EVT is suitable for ages 2.5-90 years.
3. State the purpose of the instrument.
The EVT is designed to assess expressive vocabulary and word retrieval.
4. Describe the examiner qualifications.
The EVT is designed to be given by technicians – such as educational support.
5. Describe the available scores.
There are several scores the EVT provides, such as a raw score, standard score, and percentile
rank
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The EVT provides technical data such as test and item development, validity, reliability,
norming, interpretation, and summary.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
The EVT provides clear and structured test materials (manual and instructions, picture
stimuli), as well as recording forms for educators.
8. State the approximate administration and scoring time.
Administration of the EVT takes approximately 15 minutes.
9. Describe features of the scoring procedures that are well designed and easy to follow.
The EVT’s user’s manual consists of clear scoring guidelines and guides for objective and raw
scoring.
10. Explain this instrument’s adaptation for students with limited English proficiency.
The EVT uses neutral test items (picture stimuli), flexible administration practices – such as
repeating directions or clarifying tasks.
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
The EVT is a non-writing test, aiding test-takers who have fine motor challenges of physical
disabilities. It also includes basal and ceiling rules that allow it to be adapted to a test-taker's
ability level.
12. Describe the adaptation of the instrument for use with children who have special
needs.
The EVT consists of a simplified test format, only requiring the test-taker to respond with a
single word, making the test accessible to test-takers who may have special needs in speech
and language.
13. Describe the strengths of the instrument.
The EVT measures specific language skills, may be conducted with a wide age range, consists
of very straightforward test administration and scoring procedures, uses basal and ceiling
rules, and has minimal test-taker burden.
ASSESSMENT EVALUATION 9
14. State any weaknesses of the instrument.
The EVT focuses solely on oral expressive vocabulary, not on other language devices. The test
may also include items unfamiliar to test-takers with cultural bias or from non-mainstream
backgrounds.
15. Additional comments, information, and observations:
The EVT may be unsuitable for test takers who are nonverbal. Due to its visual nature, test-
takers who are blind are unable to benefit from its simplistic design. Cultural bias between
ELLs or ESL students may be an issue.
ASSESSMENT EVALUATION 10
Analysis of The Test of Written Language (TOWL)
Summary of Assessment
The Test of Written Language (TOWL) is an assessment instrument created to measure a
student’s proficiency in written expression including writing fluency, sentence structure, and
spelling. The test includes six subtests that evaluate several components of writing proficiency,
such as sentence structure, spelling, and story production. The test can be used to monitor
progress over time, determine interventions, and identify any possible writing deficits. The
TOWL offers detailed scoring instructions to assist administrators. While the TOWL provides
thorough insights into writing ability, it only assesses writing in English. For ELL or ESL
students, its usefulness may be limited. Those who are unable to write, due to disabilities or other
conditions, may also be limited by the EVT.
Strengths and Weaknesses of the Assessment
One of the TOWL's strengths is its structure, which includes detailed and extensive
grading rubrics that are easy for examiners to follow. For students with learning disabilities, the
test also offers helpful modifications, including extended time and simplified instructions. The
TOWL does, however, have some weaknesses, especially when it comes to its administration to
students with severe disabilities, as it might not accurately assess their writing skills in situations
where they face substantial cognitive or physical obstacles. Furthermore, its emphasis on English
writing proficiency may be a setback for ELL or SEL students since it might not accurately
evaluate their writing capabilities.
Justification and Use of the Assessment
ASSESSMENT EVALUATION 11
The TOWL is a concise and structured assessment of key components of written
expression, which justifies its use as an instrument for assessing a student’s writing abilities. It is
especially useful for educators since it can be used to monitor student progress over time, detect
writing deficits, and drive instructional planning. The TOWL offers a more comprehensive idea
of a student's writing proficiency and comprehension by emphasizing a variety of writing skills,
rather than only one or two skills. This allows for more guided instruction and interventions
while it aids teachers in better assisting students' literacy development.
ASSESSMENT EVALUATION 12
Name of Instrument #3
Test of Written Language
Author(s) of Instrument #3
Hammil, Donald D., Larsen, Stephen C.
Date of Publication
1978, 1983
Publisher
PRO-ED
1. Describe the subtests (e.g., learning areas).
The six subtests of the TOWL are vocabulary, thematic maturity, spelling, word usage, style,
and handwriting.
2. Describe the age range.
The TOWL tests students from grades 3-12.
3. State the purpose of the instrument.
According to Hammil and Larsen, the TOWL is intended to aide in the assessment of written
language and its subskills.
4. Describe the examiner qualifications.
The TOWL examiner qualifications are not specified, but it made clear that administration
guidelines are simple to follow.
5. Describe the available scores.
The TOWL provides raw scores, standard scores, and written language quotients (WLQ).
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The TOWL provides technical data such as item analysis, standardization procedures,
reliability, and validity.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
The TOWL includes features that make its administration easy to follow, such as clear
instructions, structured test format, standardized administration procedures, and a convenient
scoring system.
8. State the approximate administration and scoring time.
The TOWL is untimed but is estimated to take approximately 40 minutes for group
administration. Scoring time is not identified.
9. Describe features of the scoring procedures that are well designed and easy to follow.
The TOWL’s scoring procedures have detailed scoring guidelines, scoring sheets and
templates, and raw to standard score conversion.
10. Explain this instrument’s adaptation for students with limited English proficiency.
In the sample of the TOWL, there is no note of disadvantaged students being tested.
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
The TOWL’s sample did not include notes of students with learning disabilities tested, but the
test is claimed to differentiate between students with learning disabilities and without learning
disabilities.
12. Describe the adaptation of the instrument for use with children who have special
needs.
The TOWL is untimed, allowing for students to use extended time on the test. The test also
allows for the use of a keyboard when recording written responses, aiding students who may
have poor handwriting skills.
13. Describe the strengths of the instrument.
ASSESSMENT EVALUATION 13
The TOWL is a helpful tool that consists of clear instructions and easy scoring procedures.
14. State any weaknesses of the instrument.
Due to its lack of involvement of students with special needs in the sample, the TOWL may
not be suitable for students with learning disabilities or lack pf English proficiency.
15. Additional comments, information, and observations:
The TOWL has been adapted several times since its first publication, improving upon
weaknesses and adapting for more accessibility.
ASSESSMENT EVALUATION 14
Analysis of the Gray Oral Reading Tests – Fifth Edition
Summary of Assessment
The Gray Oral Reading Test, Fifth Edition (GORT-5) is a notorious assessment tool that
uses oral reading activities to measure a student's reading comprehension and fluency. It gives
important information on a student's ability to read aloud at an appropriate pace, to read aloud
with accuracy, and to comprehend what is read. The GORT-5 is intended to be administered to
individuals aged 6 to 23. Reading passages aloud and then answering comprehension questions
measures the test taker's ability to recall and comprehend the text. Unfortunately, for individuals
who are non-verbal or have severe speech problems, the GORT-5 would not be appropriate to
take. Furthermore, its emphasis on English language capabilities could present limitations for test
takers who are ELL or ESL students.
Strengths and Weaknesses of the Assessment
One of the GORT-5's many strengths is its ability to assess reading fluency and reading
comprehension, giving a detailed picture of a student's reading proficiency skills and where they
may need further assistance. It is adaptable for students with special needs, allowing for extended
time or simplified instructions, and it provides clear grading rules for the administrator. The test
can be used to monitor reading progress over time because it is appropriate for a broad age range.
The assessment’s weaknesses are centered around its limited areas of focus. The test assesses
only oral reading fluency and basic comprehension, not covering other areas of reading abilities.
Furthermore, ELL or ESL students may find it difficult to complete the GORT-5 due to its
dependence on English language proficiency.
Justification and Use of the Assessment
ASSESSMENT EVALUATION 15
The GORT-5 is an assessment tool that offers a thorough breakdown of a student's
reading fluency and comprehension skills. "The basic version of the test is not complicated to
administer, and it provides invaluable data," according to reviewer S. Kathleen Krach (Krach).
Teachers can evaluate a student’s oral reading skills with a focus on accuracy, comprehension,
and rate due to its structured design. The GORT-5 is especially useful for tracking individual
reading progress over time. All things considered, the GORT-5 is a valid and useful instrument
for identifying student reading deficits and guiding further instruction and interventions.
ASSESSMENT EVALUATION 16
Name of Instrument #4
Gray Oral Reading Tests – Fifth Edition
Author(s) of Instrument #4
Wiederholt, J. Lee, Bryant, Brian R.
Date of Publication
1963-2012
Publisher
PRO-ED
1. Describe the subtests (e.g., learning areas).
The GORT-5 contains the following subtests: Fluency (rate, accuracy, total) and
Comprehension
2. Describe the age range.
The GORT-5 tests students aging from 6 to 23.
3. State the purpose of the instrument.
The GORT-5 is designed to ’identify students with reading difficulty, diagnose reading
disabilities, determine strengths and weaknesses, and evaluate students’ progress inreading’.
4. Describe the examiner qualifications.
Examiner qualifications for the GORT-5 are not specified, but the examiner should have a
background in educator or test administration.
5. Describe the available scores.
The GORT-5 provides raw scores, standard scores, percentile ranks, and comprehension
scores.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The GORT-5 provides technical data such as standardization (norms), reliability, and validity.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
The GORT-5 includes an examiner’s manual that describes administration and scoring
procedures, how to interpret scores, and technical characteristics such as norms, reliability, and
validity.
8. State the approximate administration and scoring time.
The administration time for the GORT-5 is approximately 20-30 minutes. Scoring time is not
specified.
9. Describe features of the scoring procedures that are well designed and easy to follow.
The examiner’s manual for the GORT-5 provides clean scoring criteria, such as a simple
scoring system and scoring sheets.
10. Explain this instrument’s adaptation for students with limited English proficiency.
The GORT-5’s examiner’s manual offers simplified instructions in more accessible langauage
to help students who may not be proficient in English.
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
The GORT-5 is moderately appropriate, due to allowing extended time and simplified
instructions, but limiting use for children with disabilities by focusing only on fluency and
comprehension.
12. Describe the adaptation of the instrument for use with children who have special
needs.
The GORT-5 allows for extended time and simplified instructions, ensuring the taker
understands each task and has enough time to complete them.
13. Describe the strengths of the instrument.
ASSESSMENT EVALUATION 17
The GORT-5 offers strong benefits by providing a comprehensive assessment of reading
fluency and comprehension with clear administration and scoring guidelines.
14. State any weaknesses of the instrument.
The GORT-5 has some limitations, including its focus on oral reading fluency, which may not
fully capture the reading abilities of children with severe cognitive or language impairments,
and its reliance on English language proficiency, which could affect accuracy for non-native
speakers.
15. Additional comments, information, and observations:
The GORT-5 scoring and rationale can be taxing on those assessing the scores.
ASSESSMENT EVALUATION 18
References
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Della-Piana, G. M., & Krach, S. K. (n.d.). Gray Oral Reading Tests - Fifth Edition. Retrieved
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Konold, T. R., Lawrence, C., & Rathvon, N. (n.d.). Diagnostic Assessments of Reading, Second
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Polloway, E. A., & Williams, R. T. (n.d.). Test of Written Language. Retrieved January 22,
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