Background summary:
Standardized testing in schools implemented in response to the No Child Left Behind Act, has put children who have language disorders (LD) in a realm of disadvantage while being compared to their typically developing (TD) peers in terms of structure and context of the tests. SLP's have an alternative way of calculating quantifiable scores that assess LD children's skillset in the same areas as standardized testing (writing skills). Both tests take different approaches in determining which features of writing are going to be measured and how. Alternative testing looks frequencies of words used and story grammar, while standardized tests assess a rubric for story analysis features looking at the entire narrative. Studies …show more content…
" While analyzing both written samples from all the children, results of standardized testing focus showed TD children performing better than LD
Standardized testing in schools implemented in response to the No Child Left Behind Act, has put children who have language disorders (LD) in a realm of disadvantage while being compared to their typically developing (TD) peers in terms of structure and context of the tests. SLP's have an alternative way of calculating quantifiable scores that assess LD children's skillset in the same areas as standardized testing (writing skills). Both tests take different approaches in determining which features of writing are going to be measured and how. Alternative testing looks frequencies of words used and story grammar, while standardized tests assess a rubric for story analysis features looking at the entire narrative. Studies …show more content…
" While analyzing both written samples from all the children, results of standardized testing focus showed TD children performing better than LD