Psychometric Requirements of Oral and Written Language Progress Monitoring Assessments Purpose The purpose of this article is to outline the psychometric requirements for progress monitoring tools for oral and written language and to provide an overview of the strengths and weaknesses of current oral and written language progress monitoring tools used by speech-language pathologists (SLPs) and general and ... Article
Article  |   December 04, 2018
Psychometric Requirements of Oral and Written Language Progress Monitoring Assessments
Author Affiliations & Notes
  • Douglas B. Petersen
    Department of Communication Disorders, Brigham Young University, Provo, UT
  • Arlee Stoddard
    Department of Communication Disorders, Brigham Young University, Provo, UT
  • Disclosures
    Disclosures ×
  • Financial: Douglas B. Petersen has no relevant financial interests to disclose. Arlee Stoddard has no relevant financial interests to disclose.
    Financial: Douglas B. Petersen has no relevant financial interests to disclose. Arlee Stoddard has no relevant financial interests to disclose.×
  • Nonfinancial : Douglas Petersen has no relevant nonfinancial interests to disclose. Arlee Stoddard has no relevant nonfinancial interests to disclose.
    Nonfinancial : Douglas Petersen has no relevant nonfinancial interests to disclose. Arlee Stoddard has no relevant nonfinancial interests to disclose.×
Article Information
School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Language Disorders / Part 4
Article   |   December 04, 2018
Psychometric Requirements of Oral and Written Language Progress Monitoring Assessments
Perspectives of the ASHA Special Interest Groups, December 2018, Vol. 3, 180-197. doi:10.1044/persp3.SIG1.180
History: Received June 8, 2018 , Revised September 15, 2018 , Accepted October 1, 2018
Perspectives of the ASHA Special Interest Groups, December 2018, Vol. 3, 180-197. doi:10.1044/persp3.SIG1.180
History: Received June 8, 2018; Revised September 15, 2018; Accepted October 1, 2018

Purpose The purpose of this article is to outline the psychometric requirements for progress monitoring tools for oral and written language and to provide an overview of the strengths and weaknesses of current oral and written language progress monitoring tools used by speech-language pathologists (SLPs) and general and special educators.

Method Educator-friendly approaches to the examination of validity and reliability of progress monitoring tools were reviewed and described. The extent to which current language and reading progress monitoring assessments meet the requirements for validity and reliability was briefly examined.

Results SLP-generated progress monitoring assessments have had a strong focus on narrative-based language assessment, demonstrating strong evidence of construct validity, including positive evidence of consequential validity. Evidence of reliability has relied on inappropriate analyses that are more applicable to norm-referenced assessments. SLP-generated language progress monitoring tools tend to fall short on several other important features, such as parallel forms and ease of administration and scoring. Educator-generated progress monitoring tools have sacrificed construct validity for the sake of reliability. Evidence of consequential validity is greatly concerning.

Conclusion Greater collaboration between SLPs and general and special educators is needed to develop oral and written language progress monitoring assessments that meet both validity and reliability expectations.

Acknowledgments
Douglas Petersen researches language progress monitoring tools and has developed a tool that can be downloaded free of charge from http://www.LanguageDynamicsGroup.com.
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