Purpose This study reports on data from a survey of speech-language pathologists' (SLPs) language assessment practices for elementary school-age children. The objective was to investigate the regularity with which SLPs use different types of assessments (described across data types, task types, environmental contexts, and dynamic features). This study also investigated factors that influence assessment practice, the main sources from which SLPs obtain information on language assessment and the main challenges reported by SLPs in relation to language assessment. Method A web-based survey was used to collect information from 407 Australian SLPs regarding the types of assessments they use. Factors that influenced the regularity with which different types of assessments were used were investigated using regression analysis. Results Most SLPs regularly used assessments that are norm-referenced, decontextualized, and conducted in a clinical context and less regularly used other types of assessments. Service agency, Australian state, and SLPs' years of experience were found to influence the regularity with which some types of assessments were used. Informal discussions with colleagues were the most frequently identified source of information on assessment practice. Main challenges related to limited time, lack of assessment materials, and lack of confidence in assessing children from culturally and linguistically diverse backgrounds. Conclusions SLPs could improve current language assessment practice for elementary school-age children through more regular use of some types of assessments. Actions to facilitate evidence-based assessment practice should consider the contextual differences that exist between service agencies and states and address challenges that SLPs experience in relation to language assessment. Supplemental Material https://doi.org/10.23641/asha.14378948.

中文翻译：

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是什么影响语言病理学家对小学适龄儿童使用不同类型的语言评估的？

目的本研究报告的数据来自对小学适龄儿童的言语病理学家（SLP）语言评估实践的调查。目的是调查SLP使用不同类型的评估的规律性（在数据类型，任务类型，环境和动态特征之间进行描述）。这项研究还调查了影响评估实践的因素，SLP从中获取语言评估信息的主要来源以及SLP报告的与语言评估有关的主要挑战。方法使用基于网络的调查从407个澳大利亚SLP中收集有关他们使用的评估类型的信息。使用回归分析研究了影响使用不同类型评估的规律性的因素。结果大多数SLP经常使用在临床环境中经过规范参考，去上下文化和进行评估的评估，而较少使用其他类型的评估。服务机构，澳大利亚州和SLP的经验被发现会影响使用某些类型的评估的规律性。与同事进行的非正式讨论是评估实践中最常发现的信息来源。主要挑战涉及时间有限，缺乏评估材料以及缺乏对来自文化和语言背景不同的儿童进行评估的信心。结论SLP可以通过更常规地使用某些类型的评估来改善当前针对小学适龄儿童的语言评估实践。促进基于证据的评估实践的行动应考虑服务机构与州之间存在的上下文差异，并应对SLP在语言评估方面遇到的挑战。补充材料https://doi.org/10.23641/asha.14378948。