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Kinh Nghiệm Hướng dẫn The Listening test linguisystems Đầy đủ Chi Tiết
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Slosson educational tests and assessments for teachers, educators and other professionals, in schools, hospitals, and corrections. Used to test students in regular and special education, remedial reading and math, intelligence, visual motor, speech language for school screening and forms for teachers to evaluation students’ mental abilities.
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Main Category : L / (LCTA) The Listening Comprehension Test Adolescent(LCTA-1) The Listening Comprehension Test Adolescent kit
[ enlarge ]Test Purpose
The Listening Comprehension Test Adolescent assesses a student’s strengths and weaknesses in specific listening comprehension skill areas related to classroom situations.
The Listening Comprehension Test Adolescent assesses listening through natural classroom situations rather than evaluating listening through simple repetition or discrimination subtests.
The test emphasizes the integrative disposition of listening by focusing on these cognitive/listening processes:
attention/recognition precision accuracy
concentration reasoning decision-making
understanding/comprehension empathy intent/purpose
persistence problem solving acknowledgment
The subtests evaluate a student’s performance of skills which are essential for success in classroom listening:
summarizing/sequencing information following directions
participation in class discussions attending to details
understanding the main idea listening for meaning
understanding language concepts
Main Idea�The student listens to a story and identifies the main idea.
Details�The student remembers story details well enough to answer questions about them.
Reasoning�The student answers inference and reasoning questions about the story.
Vocabulary and Semantics�The student defines, interprets, or gives a synonym for words used in the story.
Understanding Messages�The student listens to a brief message and answers questions about relevant information in the message.
The test should only be administered by a trained professional familiar with language disorders (e.g., speech-language pathologist, psychologist).
Begin with Subtest A, Item 1. Present each item and all instructions verbally to the student. Each subtest is administered in its entirety.
There are no basals or ceilings.
Guidelines for using prompts are included in the Examiner’s Manual.
Scoring/Types of Scores
The response to each test item is scored as correct or incorrect by entering a 1 or 0 in the appropriate box on the test form. The score is based on the relevancy of the response to the question and on the quality of the response regarding the intent of the message, semantics, and vocabulary. Scoring Standards are included in the Examiner’s Manual and serve as a reference to determine the appropriateness of responses.
Raw Scores can be converted to:
Discussion of Performance
The Discussion of Performance section found in the Examiner’s Manual helps you bridge from assessment to treatment. It was developed to guide the examiner to make appropriate and educationally relevant recommendations for remediation based on a clear understanding of each subtest.
The skills students need to be successful on each subtest are delineated and applied to classroom performance. The Discussion of Performance for each subtest also includes general remediation strategies you can incorporate immediately into your therapy program or ask teachers and parents to do.
Standardization and Statistics
Two studies were conducted on The Listening Comprehension Test Adolescent � the item pool study and the standardization study. The item pool study consisted of 439 subjects. The test was standardized on 1,453 subjects that represented the latest National Census for race, gender, age, and educational placement. In addition, 104 subjects with language disorders were used in the validity studies.
Reliability�established by the use of test-retest and internal consistency methods for all the subtests and the total test all age levels. Reliability coefficients and SEM for the total test are .89 and 4.83. Total test item homogeneity is .93. Reliability tests include: SEM, Inter-Rater Reliability, Test-Retest, and Item Homogeneity (KR20).
Validity�established by the use of content and contrasted group validity. Results revealed that the subtests and skills selected were those reflective of listening comprehension and language in adolescents and that the test differentiates subjects with language disorders from subjects developing language normally.
Ninety eight percent of the individual items showed statistically significant pass/fail correlations with subtest scores. Subtest Intercorrelations and Correlations between subtests and total test ranged from .76 to .90. Validity tests include: Contrast Groups (t-values), Point Biserial Correlations, Subtest Intercorrelations, and Correlations between Subtests and Total Test.
Race/Socioeconomic Group Difference Analyses�conducted the item and subtest levels. Race/socioeconomic group performance was conducted the subtest level. Tests included the Analysis of Variance (ANOVA), z-tests, and Chi Square which indicated that these demographics were not strong factors
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Is A Step In The Right Direction
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