A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations

Autor/inn/en	Cormier, Damien C.; Bulut, Okan; Singh, Deepak; Kennedy, Kathleen E.; Wang, Kun; Heudes, Alethea; Lekwa, Adam J.
Titel	A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations
Quelle	In: Journal of Psychoeducational Assessment, 36 (2018) 4, S.337-353 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916678336
Schlagwörter	Intelligence Tests; Cognitive Ability; High Stakes Tests; Children; Cognitive Tests; Cognitive Processes; Comparative Analysis; Cultural Differences; English (Second Language); Second Language Learning; Test Format; Culture Fair Tests; Test Construction; Statistical Analysis; Readability; Readability Formulas; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability; Kaufman Assessment Battery for Children; Cognitive Assessment System; Flesch Kincaid Grade Level Formula + Suchen Sie Ihr Suchwort? Intelligence test; Intelligenztest; Denkfähigkeit; Child; Kind; Kinder; Kognitiver Fähigkeitstest; Cognitive process; Kognitiver Prozess; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Testentwicklung; Testaufbau; Statistische Analyse; Lesbarkeit
Abstract	The selection and interpretation of individually administered norm-referenced cognitive tests that are administered to culturally and linguistically diverse (CLD) students continue to be an important consideration within the psychoeducational assessment process. Understanding test directions during the assessment of cognitive abilities is important, considering the high-stakes nature of these assessments. Therefore, the linguistic demand of spoken test directions from the following commonly used cognitive test batteries was examined and compared: Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG), Cognitive Assessment System, Second Edition (CAS2), and Kaufman Assessment Battery for Children, Second Edition (KABC-II). On average, the linguistic demand of the standard test directions was greater than the linguistic demand of the supplementary test directions. When examining individual test characteristics, very few individual tests were identified as outliers with respect to the linguistic demand of their test directions. This finding differs from previous research and suggests that the linguistic demand of the required directions for most tests included in commonly used cognitive batteries is similar. Implications for future research and test development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01