Appendix C

ASSESSMENT INFORMATION – Standardised Test Results

About the Tests Used to Evaluate NNN communication language

Clinical Evaluation of Language Fundamentals – Australian and New Zealand

Standardised Fifth Edition (CELF-5 A&NZ)

The Clinical Evaluation of Language Fundamentals–Australian and New Zealand

Standardised Fifth Edition (CELF-5 A&NZ). Wiig, E. H., Semel, E., & Secord, W. A. (2017).
Sydney, Australia., NCS Person Inc.

This test was used to evaluate NNN ability to understand and use spoken language, which
includes the ability to
 Understand words, their meanings, and relationships (semantics)
 Use spoken language according to the rules that guide the use of meaning, grammar
(morphology), sentence structure (syntax), and social interaction (pragmatics)
 Recall and retrieve spoken language (memory).

The test can be used with children and young people aged 5-21 years. The student’s
performance is compared to that of students of the same age. The results are reported in
two ways:
1. Composite Scores – overall performance
2. Test Scaled Scores – for each individual test administered.

NNN results are reported in the tables below.

Composite Scores

 Standard Scores have a mean of 100. This represents the performance of a typical
student.
o Average range = Standard Scores between 86 and 114.

 Percentile Rank indicates where on a scale of 1 to 100 a student would be ranked

when compared to 100 same-aged students. For example: Percentile rank of 25 means
that
o the student performed as high, or higher than 25% of other students of the
same age
o 75% of students (of the same age) scored higher than the student.

 Confidence Interval reflects the range of scores in which a student’s ‘true score’ is
expected to fall. If we were to assess the student on another day, it is anticipated that
their result would fall within this range. The percentage reflects the degree of
confidence, that the score will fall within this range.
 Composite Scores include scores in the following languages:
o Core language score– overall language ability
o Receptive language index – listening and understanding
o Expressive language index – use of spoken language
o Language content index– word meanings & connections
o Language structure index– grammar & sentence structure
o Language memory index– recall language & manipulate it
o Working memory index – recall & manipulate numbers.

Standard Confidence Percentile Descriptor

Score Interval Rank
(av. range 85- (95%) (av. range 16-
115) 84)
Core Language Score 61 68-82 0.5 Severe
Receptive Language 67 76-92 1 Severe
Index
Expressive Language 69 70-82 2 Severe
Index
Language Content Index 75 62-78 5 Moderate
Language Memory Index 76 69-83 5 Moderate
Key: Average skills | At risk | Below average skills | Well below average skills

Test Scaled Scores

 Standard Scores have a mean of 10. This describes the average of a given age group.
o Average range = Standard Scores between 8 and 12.

 Percentile Rank indicates where on a scale of 1 to 100 a student would be ranked

when compared to 100 same-aged students. For example: Percentile rank of 25 means
that
 the student performed as high, or higher than 25% of other students of the
same age
 75% of students (of the same age) scored higher than the student
 Text
Word Level Sentence Level
Level

Word Definitions

Understanding
Percentile Rank

Standard score

Relationships
Sentences (E)
Sentences (E)
Directions (R)

Assembly (E)
Word Classes

Formulated

(R) Semantic
Following

Sentence
Recalling
(R)

(E)

Paragraphs (R)
+2S
16-19

Spoken
D
15
14
+1S
13
D
12 |
11
Mean 10 u
9 |
8 | |
-1SD 7 u | |
6 | u
5 | u | u
-2SD 4 | |
3 u |
2 u u |
-3SD 1
0 | | |
u = score; vertical line = confidence interval at 95%
R = receptive language; E = expressive language

Comprehensive Test of Phonological Processing – Second Edition (CTOPP2)

Test Description: The CTOPP-2 was used to measure NNN’s phonological processing
abilities related to reading.

Scale & Description Composite Score Percentile Rank Interpretation

Phonological Awareness 77 6 Poor

Phonological Memory 101 53 Average

 Rapid Symbolic Naming 79 8 Poor

Queensland University Inventory of Literacy (QUIL)

The non-word subtests of the Queensland University Inventory of Literacy (QUIL) were
administered to assess sound awareness skills and literacy development and how well the
student can apply reading and spelling conventions to solve unfamiliar words. This test
assesses a student from a scale of grade 1-7. NNN was assessed informally, and his
unconverted raw scores were used to identify to an equivalent age group.

Subtest Scores Interpretation

Non-Word Reading Raw = 3/24 Very Poor
Assesses the student’s ability to spell Equivalent = Grade 2
unfamiliar words of increasing length

Non-Word Spelling Raw = 4/24 Very Poor

Evaluates the ability to read Equivalent = Grade 2
unfamiliar orthographic (written)
forms.

Explanation of Scoring
Test Description: Many formal assessments use standardised scoring to demonstrate how
well a child has performed on a given test when compared with their peers. A description of
the different kinds of scores which may be used in describing NNN’s results are explained
here.
Type of Average
Description
Score Range
Composite, Where two or more scores are combined to illustrate a child’s 86-114
Scale, or Index overall function in a given area. For example, one test might have
Scores subtests assessing vocabulary and spoken grammar. The test
may allow for these scores to be combined to give an overall
measure of expressive language skills. These scores are typically
expressed as a standard score.
Percentile Refers to the student’s place in relation to others of his/her age 16-84
Rank group.  For example, if a student’s score falls at the 90
th

percentile, his/her score is equal to or greater than 90% of

his/her age group.  If a student’s score falls at the 1st percentile,
it is equal to or greater than only 1% of the age group.