As SLPs, we all run into this problem: standardized test scores don’t always tell the whole story. A student may fall below the normal limits on a test, but that doesn’t automatically mean they qualify for services. On the flip side, a child may test within normal limits and still clearly struggle with communication in daily life.

That’s where using standardized tests for dynamic assessment comes in. The real power of standardized testing isn’t in the numbers alone, it’s in how we use them as a springboard for deeper investigation.

Why Dynamic Assessment Matters

Standardized tests are valuable tools, especially for reevaluations, but they’re not perfect. They give us a snapshot of performance, not the full picture. By pairing standardized testing with dynamic assessment tasks, we can validate results, uncover second-language influence, and identify whether errors are truly disorder-based or simply developmental. This should get you really excited because it means more accurate testing with what we are already doing – YAY! But we have to get past some common misconceptions to get there.

1. Standardized tests are very valuable and should almost always be attempted, even when the entire test may be able to be completed. Dynamic assessment should not be seen as a replacement for standardized tests although it does play that role with some populations. In all of my examples below you will see that I am using the two in conjunction.
2. Dynamic assessment can be quick and easy. If you are like me, you had an excruciating experience with dynamic assessment in grad school when they were drawing things out to absolute completeness to teach the concept. Again, in my examples below you will see that these are 3-7 minute tasks.
3. Dynamic assessment allows us to:
   • Confirm or rule out suspected areas of difficulty.
   • See if a student can learn a skill when given teaching and support.
   • Differentiate between difference and disorder, especially with bilingual students.
   • Write sharper goals based on the exact level where the student succeeds.

Case Studies: How to Pair Standardized Tests and Dynamic Assessment

The process of using standardized tests for dynamic assessment is pretty straight forward. However, unlike the grad-school process, you are only revisiting the things that the child did not do well on. The long story short:

1. Give the standardized test
2. Choose a concept the child did not do well on
3. Count the number of items you administered
4. Subtract the number of errors to get a percentage of success
5. Teach the concept using a similar activity
6. Take good data
7. Compare the success percentages

Here’s what it looks like across three examples. Note that in these images is THE EXACT text that I put in my reports as well as where the numbers come from.

Case Study 1: Nina 10 years old, English and Arabic-speaking, Following Directions (Receptive Language)

• Standardized Test Result: Nina scored 9/27 on following directions, especially struggling with sequencing concepts like first, then, before. It was suspected.
• Dynamic Task: After a quick teaching session, she scored 10/10 on a new set of items.
• Takeaway: The low score was not reflective of her true ability—she responded immediately to teaching, showing that her skills were still developing.

Case Study 2: Word Structure (Morphology)

• Standardized Test Result: Maggie scored 5/17, with most errors on irregular verbs.
• Dynamic Task: After targeted teaching, she scored 6/20. But when her dad modeled in Arabic, she scored 19/20.
• Takeaway: The errors were due to second-language influence, not a disorder.

Case Study 3: Articulation (/s/ sound)

• Standardized Test Result: Ivan missed 10/11 opportunities to produce /s/.
• Dynamic Task: Probes at the sound, syllable, and placement level showed persistent difficulty.
• Takeaway: The results validated a true articulation disorder and we were able to target his therapy goals precisely (initial /s/ and clusters).

The Framework Behind It

Think of dynamic assessment as moving up and down a ladder:

• If the child struggles at the word level, probe at the syllable level.
• If they still can’t do it, move down to sound or placement level.
• Once you find where they succeed, climb back up and set your goals from there.

This is essentially what’s going on in the brain of every SLP—we’re constantly probing, adjusting, and matching supports to the child’s current skill level.

You don’t need fancy materials to do this. Use your own stimuli, or pull from resources you already have. For example, we’ve created free speech referral pages with word lists and phrases by sound. If a student missed /f/, you can instantly pull up initial, medial, and final /f/ words to use for your dynamic assessment.

Standardized tests are not the end of the story—they’re the beginning. By weaving in dynamic assessment, you can confirm what the scores really mean, avoid over-identification, and make sure your therapy goals hit exactly where the student needs support.

If you want more examples and a deeper dive, check out my article on how to ditch standardized scores and explore our speech therapy goal bank. You can also explore our Dynamic Assessment e-book and our online course on Dynamic Assessment.