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Language Assessment Battery - Spanish





Test Name: Language Assessment Battery - Spanish
Publisher: New York City Board of Ed. OER
Publication Date: 1982
Test Type: Language Proficiency
Content: 4 Language Skills
Language: Spanish
Target Population: Native Speaker of Spanish
Grade Level: K, 1,2,3,4,5,6,7,8,9,10,11,12
Administration Time: 61-90 min
Standardized: Yes
Purpose: Identification; Placement; Proficiency; Progress; Program Evaluation

Abstract:
Language Assessment Battery (LAB) - Spanish is a Spanish language proficiency test for students in grades K through 12, and was designed for use in determining language of dominance and evaluating programs in schools that have a substantial proportion of Spanish-speaking students. The test has four levels: Level I is for students in K-2; Level II is for grades 3-5; Level III is for grades 6-8; and Level IV is for grades 9-12. Each of these levels contains four sections: Speaking, which requires an oral response to an oral or pictorial stimulus; Listening, which requires choosing the correct response to an oral or pictorial stimulus; Reading, which uses a cloze format; and, Writing, which measures language usage, also through the use of a cloze format. Except for the Speaking test, all sections can be administered in groups, with a total test time of two hours. Before grade 3, students record their responses in test booklets and test administrators later transfer those answers to machine scored answer sheets. Older students record their answers on the answer sheets themselves. Guidelines for scoring Speaking items are in the Examiner's Directions. Test administrators should be native or native-like speakers of Spanish. Student answer sheets can be scored either by hand or by machine, and scores are expressed in terms of percentiles and normal curve equivalents. Short forms of the test are available: the K-2 Short LAB takes about 8 minutes to administer and the 3-12 Short LAB takes about 10 minutes. Norms were established on both Spanish-proficient and limited-Spanish -proficient students in the New York City School System, with between 150 and 450 subjects per grade level for each form. The Kuder-Richardson Formula 20 was used to estimate the internal reliability of the test, and coefficients for the subtests ranged from .85 to .98, and for the total test from .90 to .99.The validity of the construct of "language proficiency" was shown when test results indicated an increase in test scores as grade level increased. An English version of the test was developed with its own norms and is also available in two forms.


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