Search Products Alphabetically
A B C D E F G H I J K L M N O P Q R S T U V W Y 

Search for Product by Name
     

 

 

 
Home    |  About Us    |  Contact    |  S/H Charges | Bid Form | Proprietary   |  OrderForm     |  Field Testing    |  News    |  Quotes    |  Golden Index
Slosson educational tests and assessments for teachers, educators and other professionals, in schools, hospitals, and corrections.  Used to test students in regular and special education, remedial reading and math, intelligence, visual motor, speech language for school screening and forms for teachers to evaluation students' mental abilities.


Click Title To View Components


Main Category : T / (TOSS I) Test Of Semantic Skills Intermediate
(TOSS-I-1) Test of Semantic Skills Intermediate kit

[ enlarge ]
Price: $178.00
Qty :
 
Test Purpose
Use this test to diagnose deficits in receptive and expressive semantic skills in students after third grade. Students who struggle to understand classroom directions and lessons and to work independently may have a disorder in semantic skills. The TOSS-I uses curriculum vocabulary and curricular themes that appeal to nine- to thirteen-year-olds.



Test Description
The Toss-I surveys ten semantic and vocabulary tasks through five receptive subtests and five expressive subtests in the skill areas of labels, categories, attributes, functions, and definitions. Nineteen realistic illustrations and test questions represent themes common to everyday life. Test items emphasize vocabulary that is meaningful to the experiences of late elementary and middle school students.



Subtests

Subtest A: Identifying Labels—point to an item named
Subtest B: Identifying Categories—point to a member of a category that is named
Subtest C: Identifying Attributes—given an attribute, point to the appropriate item
Subtest D: Identifying Functions—point to an item whose functions have been described
Subtest E: Identifying Definitions—point to an item that has been defined
Subtest F: Stating Labels—name an item in a picture
Subtest G: Stating Categories—given three members of a category, name the category
Subtest H: Stating Attributes—describe an item by stating one of its attributes
Subtest I: Stating Functions—describe what an item does or what we do with the item
Subtest J: Stating Definitions—define an item

Examiner Qualifications
The test should only be administered by a trained professional familiar with children's language disorders (e.g., speech-language pathologist, psychologist, teacher of students with learning disabilities, special education consultant).



Test Procedures

The student looks at a picture and responds to questions presented verbally by the examiner (about the picture).
Both receptive and expressive tasks are presented for each picture.
Each subtest is presented in its entirety to every student.

Testing Time

25-30 minutes

Scoring/Types of Scores

A score of 1 or 0 is assigned to each response.
Acceptable responses are listed on the test form.
Examples of both acceptable and unacceptable responses are provided in the Scoring Standards section of the Examiner's Manual.
Raw scores are converted to:
Age Equivalents
Percentile Ranks
Standard Scores

Discussion of Performance
The Discussion of Performance section in the Examiner's Manual helps you bridge from assessment to treatment. Academic manifestations of poor test performance are described. Remediation guidelines for each subtest/skill level are included.



Standardization and Statistics
The TOSS-I was standardized on 2,192 subjects. The subjects represented the current National Census for race, gender, age, and educational placement.

Reliability—established by the use of test-retest, SEM, reliability based on item homogeneity (KR20) and inter-rater analyses for the total test at all age levels. The average reliability coefficient is .93 for the total test and the SEM is .49.
Validity—established by the use of internal consistency and contrasted groups analyses. Point Biserial correlations (measures the relationship between passing an item and performance on the whole test) were at acceptable levels. The Toss-I significantly discriminates between subjects with typical language development and subjects with language disorders receiving special services.
Race/Socioeconomic Group Difference Analyses—conducted at the item and subtest levels. Tests included Analysis of Variance (ANOVA), z-tests, Chi Square Analysis, and Analysis of Variance F. Minimal racial differences were found at the item level.

In Our World 
Every Step Forward
Is A Step In The Right Direction