HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal My Folders Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Caesar, L. G. Articles by Kohler, P. D. Search for Related Content PubMed PubMed Citation Articles by Caesar, L. G. Articles by Kohler, P. D. Social Bookmarking                         What's this?

The State of School-Based Bilingual Assessment: Actual Practice Versus Recommended Guidelines

Paula D. Kohler
Western Michigan University, Kalamazoo

Contact author: Lena G. Caesar, Andrews University, Department of Speech-Language Pathology and Audiology, Bell Hall, Room 157, Berrien Springs, MI 49104. E-mail: lcaesar{at}andrews.edu.

Purpose: This study was designed to investigate the frequency with which school-based speech-language pathologists (SLPs) used recommended practices when assessing the language skills of bilingual students. The study also investigated the frequency with which SLPs used formal, standardized tests versus informal, alternative procedures with this population.

Method: A total of 596 surveys were mailed out to school-based SLPs in the state of Michigan who were members of the Michigan Speech, Language, and Hearing Association (MSHA) during the 2003–2004 academic year. Of the 409 usable surveys that were returned, 130 respondents indicated being involved in assessing bilingual children and comprised the sample used in this study.

Results: Results indicated that SLPs used formal, standardized English tests more frequently than informal assessment procedures when assessing bilingual students. Further in-depth analyses of SLPs' responses indicated that neither factors related to their years of experience or factors related to their academic preparation were significantly related to their use of recommended assessment practices. However, significant differences in use were noted based on respondents' employment settings.

Clinical Implications: This study underscores the need for academic training programs and professional organizations to intentionally disseminate information regarding the expediency of alternative testing procedures. Implications for the adequate nonbiased assessment of bilingual children are discussed.

KEY WORDS: bilingual assessment, assessment practices, language disorders

CiteULike    Connotea    Del.icio.us    Digg    Facebook    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				L. G. Caesar and P. D. Kohler Tools Clinicians Use: A Survey of Language Assessment Procedures Used by School-Based Speech-Language Pathologists Communication Disorders Quarterly, August 1, 2009; 30(4): 226 - 236. [Abstract] [PDF]