The speech-language pathologist plans her language assessment for Raymond by learning about the language and processing demands of his curriculum,textbooks and examinations.The speech-language pathologist then compares Raymond's performance in class with the language skills he demonstrates during the speech and language evaluation to develop statements about his strengths and weaknesses and to recommend intervention strategies that will support Raymond's language learning and academic achievement.This approach to assessment is referred to as

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The approach described in the scenario is clearly based on the language demands of Raymond's curriculum, textbooks, and examinations. This is a key feature of the Curriculum-Based Assessment Model, which emphasizes the importance of assessing language skills in the context of meaningful academic content. This approach helps ensure that assessment results are relevant and applicable to the student's academic needs and supports effective intervention planning. The Dynamic Assessment Model involves assessing a student's potential for learning through scaffolding, while the Traditional Approach to Language Assessment typically focuses on standardized tests and normative comparisons. There is no evidence in the scenario to suggest that the speech-language pathologist's approach is unique.

The Speech-Language Pathologist Plans Her Language Assessment for Raymond by Learning