Swedish school based speech-language pathologists’ perception of language assessment tools and practices
DOI:
https://doi.org/10.58986/al.2024.13024Nyckelord:
SLP, school-based speech-language pathologists, language difficulties, language assessmentAbstract
This qualitative study was aimed at increasing the knowledge about Swedish school based SLPs’ perception of language assessment tools and practices. Purposes of language assessments within a school context, experience of existing tools and an assessment’s optimal content was targeted. 19 school based SLPs were interviewed in focus groups and the data were analyzed using qualitative content analysis. Opinions that existing tools are partly functional emerged from the results, but also experiences of limitations and demands on flexibility. Furthermore, the combination of multiple assessment forms and deliveries and collaboration with other professions in school was perceived as essential. The results have increased our knowledge of how Swedish school based SLPs perceive language assessments and their opinions on how assessments need to be designed. The present study contributes to the growing body of research that shed light on the importance of combining different assessment forms to reach a functional focus.
Abstract på svenska
Föreliggande kvalitativa studie syftade till att öka kunskapen om svenska skol- logopeders uppfattning om språkbedömningsverktyg och praxis. Ämnen var bland annat syften med språkbedömningar i en skolkontext och erfarenhet av befintliga verktyg och viktiga dimensioner. Nitton skol-logopeder intervjuades i fokusgrupper och data analyserades med hjälp av kvalitativ innehållsanalys. Resultaten indikerade att de befintliga verktygen endast är delvis funktionella, och därför behövde logopederna ibland avvika från standardiserade procedurer eller använda bedömning med åldersgrupper utanför testmanualerna. Logopederna betonade vikten av att kombinera flera bedömningsformer och att samarbeta med andra professioner i skolan. Resultaten har ökat vår kunskap om hur svenska skol-logopeder uppfattar språkbedömningar och deras åsikter om hur bedömningar behöver utformas. Studien bidrar till den växande mängd forskning som belyser vikten av att kombinera olika bedömningsformer för att nå ett funktionellt fokus.
Den svenska versionen av abstractet lades till i version 2 av denna artikel. Översättningen gjordes av tidskriftens redaktion.
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- 2024-10-15 (2)
- 2024-05-21 (1)
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Copyright (c) 2024 Linnéa Cooke, Ketty Andersson, Monica Blom Johansson
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