Common Problems With Standardized Tests—And How to Cope With Them The next three articles—by Balthazar, Christon, and Connery—were submitted in response to a “Call for Authors” for brief papers from the membership of Divisions 16 and 1, Language Learning and Education. Since the1980s, the quality of standardized speech and language tests for children has steadily improved (Balthazar, 2003). Nonetheless, no ... Article
Article  |   July 01, 2003
Common Problems With Standardized Tests—And How to Cope With Them
Author Affiliations & Notes
  • Catherine Balthazar
    Department of Communication Disorders, Governors State University, University Park, IL
Article Information
School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Contributions From Our Members
Article   |   July 01, 2003
Common Problems With Standardized Tests—And How to Cope With Them
SIG 16 Perspectives on School-Based Issues, July 2003, Vol. 4, 17-18. doi:10.1044/sbi4.2.17
SIG 16 Perspectives on School-Based Issues, July 2003, Vol. 4, 17-18. doi:10.1044/sbi4.2.17
The next three articles—by Balthazar, Christon, and Connery—were submitted in response to a “Call for Authors” for brief papers from the membership of Divisions 16 and 1, Language Learning and Education.
Since the1980s, the quality of standardized speech and language tests for children has steadily improved (Balthazar, 2003). Nonetheless, no test is perfect, and it is incumbent upon the user to know the limitations of the test being used. All clinicians should be familiar with the basic criteria for a well-standardized test, such as minimum sample size, reliability, and validity (Hutchinson, 1996; McCauley & Swisher, 1984a; Sabers, 1996), and should evaluate the characteristics of the normative sample relative to those of the child to be tested (Balthazar, 2003).
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