This post is inspired by all of the re-evaluations I have to do this year and the ones I have already gotten done.
At my school, I test the majority of the students with the Clinical Evaluation of Language Fundamentals- 4th Edition (CELF-4). It was the test that I used for the majority of graduate school and the only multi-topic one that I have on hand at my school. (I have to borrow everything else from the other SLPs). Needless to say, I have a pretty good relationship now with this test. I really loved this assessment tool when I first started out. It covers syntax, following directions, retell, and pragmatics to hit the high points. My feelings towards the test have dampened a little over time as I've come to realize how much of an emphasis it places on syntax. It is not easy for students from lower socio-economic statuses or English as a Second Language to do well on this assessment. Granted, the test isn't supposed to be easy per say...but it really makes some of the kids frustrated. The students I test are so stressed about every test they take and I feel really bad for them as the tasks get increasing harder. I usually give them "brain breaks" to help ease some of the tension.
So, I decided to give the Comprehensive Assessment of Spoken Language a try during my most recent re-evaluation.easy chart that tells you what to do for each age group is a life saver:
|Comprehension of Basic Concepts||C||S|
|Paragraph Comprehension of Syntax||S||C||C||S|
|Sentence Comprehension of Syntax||C||S||S|
|Meaning from Context||S||C||C|
The hardest part of this test was figuring out the scoring manual. I got really confused with the layout of the scores and had to re-score it after consulting with the other SLPs in my district. That's definitely my biggest complaint with it.
I'm pretty sure I will be experimenting more with the CASL in the months to come. It's always good to open yourself to new tools.