English Language Learners Part 3: Nonstandardized Assessment Methods

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In part three of this five-part series, Dr. Roseberry-McKibbin will discuss increasing the ecological validity of assessments, and explain the pre-evaluation process in detail. Specific strategies and tools discussed include portfolio assessment, language sampling, narrative assessment, evaluation of RAN (rapid automatic naming) skills, screening for motor behaviors associated with learning disabilities, and assessment of reading fluency. Reproducible forms for assessment are provided.

Meet your instructor

Celeste Roseberry-McKibbin

Celeste Roseberry-McKibbin received her PhD from Northwestern University. She is a Professor of Speech Pathology and Audiology at California State University, Sacramento. Dr. Roseberry is also currently a part-time itinerant speech pathologist in San Juan Unified School District where she provides direct services to students…

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Chapters & learning objectives

1. Increasing Ecological Validity

Chapter 1 includes an overview of ecologically valid assessment, addressing specific factors that increase the ecological validity of an evaluation. Popular ecologically valid measures for assessing young children with potential language impairment are listed and described.

2. Pre-Evaluation Process

Chapter 2 describes the use of background questionnaires in the pre-evaluation process. Research is cited that provides a scientific evidence base for the use of background questionnaires as a foundation for differentiating language difference from language impairment in ELLs. A specific reproducible questionnaire for SLPs to use is provided.

3. Portfolio, Language Sampling, and Narrative Assessment

This chapter describes the use of portfolio assessment with ELLs, and provides a form that can be reproduced and used to gather a language sample as part of the assessment process. Narrative assessment is discussed, and reproducible forms are provided for use in the assessment process.

4. Evaluating RAN (Rapid Automatic Naming) Skills, Associated Motor Behaviors, and Reading Fluency

In Chapter 4, Rapid Automatic Naming (RAN) assessment is described, with a rationale for using this type of assessment to determine potential reading disabilities in ELLs. Motor behaviors associated with learning disabilities are listed and described, with a recommendation for referrals to appropriate professionals if these difficulties are seen in ELLs. The use of measures of reading fluency is discussed.

More courses in this series

English Language Learners Part 1: Second Language Learning Concerns

Celeste Roseberry-McKibbin

English Language Learners Part 2: Legal Issues in Nonbiased Assessment

Celeste Roseberry-McKibbin