View in EDS PDF Full Text

Developing a Longitudinal Scale for Language: Linking Across Developmentally Different Versions of the Same Test.

Saved in:
Bibliographic Details
Title: Developing a Longitudinal Scale for Language: Linking Across Developmentally Different Versions of the Same Test.
Authors: Lee Branum-Martin1 branummartin@gsu.edu, Rhodes, Katherine T.2, Sun, Congying1, Washington, Julie A.3, Mi-Young Webb3
Source: Journal of Speech, Language & Hearing Research. Jun2019, Vol. 62 Issue 6, p1859-1874. 16p. 2 Diagrams, 9 Charts, 3 Graphs.
Subject Terms: *Language exams, *Test validity, *Language acquisition, *Longitudinal method, *Vocabulary, *Theory, *Research methodology evaluation, Mathematical models, Psychometrics, Research funding, Semantics
Geographic Terms: Southern States
Abstract: Purpose: Many language tests use different versions that are not statistically linked or do not have a developmental scaled score. The current article illustrates the problems of scores that are not linked or equated, followed by a statistical model to derive a developmental scaled score. Method: Using an accelerated cohort design of 890 students in Grades 1-5, a confirmatory factor model was fit to 6 subtests of the Test of Language Development-Primary and Intermediate: Fourth Edition (Hammill & Newcomer, 2008a, 2008b). The model allowed for linking the subtests to a general factor of language and equating their measurement characteristics across grades and cohorts of children. A sequence of models was fit to evaluate the appropriateness of the linking assumptions. Results: The models fit well, with reasonable support for the validity of the tests to measure a general factor of language on a longitudinally consistent scale. Conclusion: Although total and standard scores were problematic for longitudinal relations, the results of the model suggest that language grows in a relatively linear manner among these children, regardless of which set of subtests they received. Researchers and clinicians interested in longitudinal inferences are advised to design research or choose tests that can provide a developmental scaled score. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Purpose: Many language tests use different versions that are not statistically linked or do not have a developmental scaled score. The current article illustrates the problems of scores that are not linked or equated, followed by a statistical model to derive a developmental scaled score. Method: Using an accelerated cohort design of 890 students in Grades 1-5, a confirmatory factor model was fit to 6 subtests of the Test of Language Development-Primary and Intermediate: Fourth Edition (Hammill & Newcomer, 2008a, 2008b). The model allowed for linking the subtests to a general factor of language and equating their measurement characteristics across grades and cohorts of children. A sequence of models was fit to evaluate the appropriateness of the linking assumptions. Results: The models fit well, with reasonable support for the validity of the tests to measure a general factor of language on a longitudinally consistent scale. Conclusion: Although total and standard scores were problematic for longitudinal relations, the results of the model suggest that language grows in a relatively linear manner among these children, regardless of which set of subtests they received. Researchers and clinicians interested in longitudinal inferences are advised to design research or choose tests that can provide a developmental scaled score. [ABSTRACT FROM AUTHOR]
ISSN:10924388
DOI:10.1044/2019_JSLHR-L-18-0362