Age Range. The Ortiz PVAT can be used for children, adolescents, and young adults aged 2 years 6 months to 22 years 11 months.
Administration Time. The test is untimed, and administration time is typically 10 to 15 minutes.
Administration Format. Four photographs depicting real world objects or scenes are presented digitally on a screen; one illustrates the target word and the other three serve as distractors. The target word is presented in a pre-recorded audio format, and the examinee selects the image that best illustrates the meaning of the word.
Ecologically Valid Visual Stimuli and Neutral Audio Recording. Words representing various parts of speech and levels of proficiency are depicted by ecologically valid photos of real objects, people, or actions, without anachronistic, cultural, or regional features. Target words are presented with clear and neutral pre-recorded pronunciation and voicing.
Parallel Forms. Two alternate forms (Form A and Form B) have been developed for repeat administrations, as well as to permit monitoring of progress, growth, and development in vocabulary.
Fully Digital (with Built-in Basal and Ceiling). The Ortiz PVAT is a fully computerized test, which means the examiner does not have to manipulate any stimulus books or scoring protocols, and responses are captured automatically. Items on the Ortiz PVAT are arranged in order of increasing difficulty, and the test is terminated when the examinee reaches their ceiling (i.e., the upper limit of the examinee’s vocabulary on the test), which is defined for the purposes of the Ortiz PVAT as 5 incorrect responses in 10 consecutive items. Administration of the test proceeds seamlessly from beginning to end with little or no intervention required on the part of the examiner.
All administrations begin with a brief set of practice items to ensure the examinee understands the task. For examinees between the ages of 2 years 6 months and 5 years 11 months, the test always begins with the easiest item (i.e., Test Item 1, “baby,” which is identical on both forms). For examinees aged 6 years and older, a built-in Screener (a feature of the Standard Administration option) presents items specifically designed to automatically determine the appropriate starting point (i.e., baseline or basal level) for each examinee based on their current ability (see chapter 6, Development, Creation of Screener Items, for more information). Alternatively, in the event that the examinee demonstrates observable difficulty with the starting point determined by the Screener, the examiner can choose to begin the test with the easiest item on the assessment, “baby” (i.e., Custom Administration). However, if an examinee began with the Standard Administration and answered the first Screener item, “tub,” incorrectly, they would be directed to begin the test at the easiest item due to their difficulty with the Screener item. Therefore, the choice to forgo the Standard Administration option for examinees aged 6 years and older is recommended only in situations where the examiner wants to extend the test administration from the easiest item to the examinee’s ceiling (see chapter 3, Administration and Scoring, for more information on administration options).
Revolutionary Dual Normative Samples with Control for English Exposure. The Ortiz PVAT represents an innovative method to assess receptive vocabulary acquisition by providing separate monolingual native English Speaker norms and English Learner norms that are both representative of the U.S. population. The dual normative samples ensure appropriate representation for valid comparisons, a key part of defensible and equitable interpretation. In addition, the English Learner normative sample includes the crucial factor of differential exposure to English. The creation of an independent and distinct normative sample for English learners that accounts for the amount of exposure to English is not only a unique feature among all existing language tests, but is also essential to address questions regarding “difference versus disorder.” It permits the comparison of performance to a closely-matched peer group, which cannot be accomplished using native English Speakers as a reference group (see chapter 2, Theory and Background, for more details). In addition, the English Speaker norms can be used to address questions that are not related to disability, such as establishing a baseline measure of current language functioning relative to age-level standards, specifying the degree or intensity of intervention, and informing the instructional needs of the individual, all of which are applicable for both native English speakers and English learners. Thus, the Ortiz PVAT incorporates a universal design structure that makes it applicable and useful for evaluating any and all speakers or learners of English.
Parts of Speech and Word Types Assessed. Different parts of speech (i.e., nouns, verbs, adverbs, adjectives, and prepositions) are evaluated, as well as vocabulary associated with Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP; Cummins, 1984; see the section on Vocabulary Acquisition and Language Development in chapter 2, Theory and Background, for more details on Cummins’ theory). The breadth of vocabulary included in the Ortiz PVAT provides a valid measure of receptive vocabulary, suitable for a wide age range.
Computerized Reports. Scores on the Ortiz PVAT are reported online via two report types: the Assessment Report, which summarizes an individual’s performance, and the Progress Report, which allows the evaluator to assess changes in vocabulary acquisition across multiple administrations. These reports can be used to track vocabulary growth over time or progress regarding the success of various interventions. The reported scores provide detailed information in an easy-to-understand format.