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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什么影响语言病理学家对小学学龄儿童使用不同类型的语言评估？

目的 本研究报告了一项针对小学学龄儿童的言语语言病理学家 (SLP) 语言评估实践调查的数据。目的是调查 SLP 使用不同类型评估（跨数据类型、任务类型、环境上下文和动态特征进行描述）的规律性。本研究还调查了影响评估实践的因素、SLP 获取语言评估信息的主要来源以及 SLP 报告的与语言评估相关的主要挑战。方法 使用基于网络的调查从 407 名澳大利亚 SLP 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 经常使用以规范为参照、脱离背景并在临床环境中进行的评估，而较少使用其他类型的评估。发现服务机构、澳大利亚州和 SLP 多年的经验会影响使用某些类型评估的规律性。与同事的非正式讨论是最常见的评估实践信息来源。主要挑战与时间有限、缺乏评估材料以及对评估来自不同文化和语言背景的儿童缺乏信心有关。结论 SLP 可以通过更经常地使用某些类型的评估来改善当前小学学龄儿童的语言评估实践。促进循证评估实践的行动应考虑服务机构和州之间存在的上下文差异，并解决 SLP 在语言评估方面遇到的挑战。补充材料 https://doi.org/10.23641/asha.14378948。