| Standardized norm-referenced tests can contribute to or detract from accurate diagnoses
and treatment of language impairments. This review evaluated the presence and quality of the
psychometric characteristics of norm-referenced language tests used for assessment of schoolage
children with potential language impairment. The goals were to provide a reference resource
that clinicians can use to assist in decision making and to identify areas of psychometric quality
that are in need of further development and improvement. Two reviewers systematically and
independently reviewed 13 omnibus language tests for reliability, validity, normative sample
characteristics, and fairness according to a subset of Standards for Educational and
Psychological Testing (AERA et al., 2014). Results indicated overall improvement in the
psychometric quality of omnibus language tests when compared with previous reviews. Ongoing
concerns are discussed for each aspect of psychometric quality, especially with regards to the
normative sample, validity studies, and diagnostic accuracy.
Key Words: school-age language, language test, language assessment, psychometric
properties, review |