<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The current study aimed to examine the relationships between item-based tests and a narrative retelling by analyzing concurrent associations, regression coefficients, language progress, and sex differences. Thirty-one kindergarteners with typical language development were assessed at the beginning (<italic>M</italic><sub>age</sub> = 64.77 months) and the end of the school year. The statistically significant associations and predictive relations between the item-based tests and narrative retelling were scarce and occurred mainly at the same language level (words and sentences). Accordingly, language progression was mirrored differently by the two assessment conditions. Sex was not related to language skills. Overall, the results indicate these two kinds of tools assess different language constructs and should be used complementarily. Additionally, two relatively innovative trends emerged: errors produced in the narrative seem to be a good discriminative metric for this age range, and testing language by units (words and sentences) might be appropriate to assess language development.</p>
</abstract>

The current study aimed to examine the relationships between item-based tests and a narrative retelling by analyzing concurrent associations, regression coefficients, language progress, and sex differences. Thirty-one kindergarteners with typical language development were assessed at the beginning (Mage = 64.77 months) and the end of the school year. The statistically significant associations and predictive relations between the item-based tests and narrative retelling were scarce and occurred mainly at the same language level (words and sentences). Accordingly, language progression was mirrored differently by the two assessment conditions. Sex was not related to language skills. Overall, the results indicate these two kinds of tools assess different language constructs and should be used complementarily. Additionally, two relatively innovative trends emerged: errors produced in the narrative seem to be a good discriminative metric for this age range, and testing language by units (words and sentences) might be appropriate to assess language development.

Replicating the comparison between item-based tests and language samples in Portuguese kindergarteners’ language assessment

University of Trás-os-Montes and Alto Douro

Psychology of Language and Communication

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The current study aimed to examine the relationships between item-based tests and a narrative retelling by analyzing concurrent associations, regression...

Replicating the comparison between item-based tests and language samples in Portuguese kindergarteners’ language assessment

Data publikacji: 03 lut 2024

Zakres stron: 29 - 58

DOI: https://doi.org/10.58734/plc-2024-0002

Słowa kluczowe
language assessment, item-based tests, language samples, narrative, kindergarten

© 2024 Paula C. Alves et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Replicating the comparison between item-based tests and language samples in Portuguese kindergarteners’ language assessment

Data publikacji: 03 lut 2024

Zakres stron: 29 - 58

DOI: https://doi.org/10.58734/plc-2024-0002

Słowa kluczowelanguage assessment, item-based tests, language samples, narrative, kindergarten

© 2024 Paula C. Alves et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
language assessment, item-based tests, language samples, narrative, kindergarten