Conducting Language Evaluations Remotely Webinar
Thursday, August 13th 3:00 – 4:00 PM CST
Course Type: Live Webinar
The abrupt shift to remote services has left evaluators asking many questions about conducting assessments online.
Most school districts across the country put speech-language evaluations on hold in March. Yikes. That means we have a bigger pile of evaluation folders than usual waiting for us upon our return. Not only that, we have to figure out how to completely shift our testing process to a remote format. We all have questions about this. Can we use standardized tools? What is the impact on the normative scores? We reached out to experts in the test development world to get answers to these questions, and we think you’ll be relieved when you hear their answers.
We take on language evaluations and show you how to deal with different types of test items that we encounter frequently on standardized language tests. We also demonstrate the use of informal testing approaches and dynamic assessment to show you how we can still make confident diagnostic decisions when testing remotely.
This course is offered for 0.1 ASHA CEUs
(Intermediate Level, Professional Area)
There are many new considerations for speech-language pathologists who are faced with conducting speech and language evaluations remotely. First, there are basic considerations for videoconferencing platforms, such as which ones to use, how to display information, how to give the student the ability to make selections, and how to ensure that both parties can hear one another and hear any verbal stimuli through the computer. Next, there are different considerations for different types of testing.
Standardized language tests bring up the important question of whether or not we can use the norms for tests that were standardized in in-person settings. We share interviews with two experts from the field of test development. One of them, Elizabeth Allen, has been the director of test development at Pro-Ed for the past twenty years. She shares studies indicating minimal differences between remote and in-person administration of language tests. The other, Dr. Elizabeth Peña, is the author of the Bilingual English-Spanish Assessment (BESA), and she shares the urgency of continuing to conduct assessments rather than putting testing on hold until it can be done in a face-to face setting.
In addition to considering the relevance of the norms of standardized tests, we address the practical aspects, such as how to conduct receptive subtests and expressive subtests effectively. The devices our students use will drive different approaches to these different types of subtests. For example, if the student is on a tablet device and cannot make selections on the screen, we can explore the use of an external camera that allows us to see that the child is selecting or we can work with the proctor (often a family member) to describe the child’s actions to us.
Informal measures, such as narrative samples and dynamic assessment, will continue to play a critical role in our diagnostic decisions for remote testing. We will share video examples of how we have used these measures in remote testing. We will also describe the practical aspects of this, such as how to capture language samples in a secure manner.
Finally, we will consider variations in the write-up of our assessments that are conducted using remote platforms. We will share practical advice from our test development experts and share examples of verbiage we have used in reports for remotely conducted evaluations.
Participants will be able to:
Describe best practices when using videoconferencing platforms for assessments
Set up testing materials in advance of the assessment
Integrate options for allowing a student to select pictures during testing
Implement formal, informal, dynamic assessment remotely
Write a report including pertinent information related to remote testing
5 minutes: Introduction
5 minutes: Do’s and Don’ts of Videoconferencing Software used for Evaluations
10 minutes: Using Standardized Tests Remotely
15 minutes: Using Informal Testing Approaches Remotely
10 minutes: Conducting Dynamic Assessment Remotely
10 minutes: Writing the report
5 minutes: Conclusion