CELF 4 Spanish Evaluation Report Template

Little to no time for reports? Here is our favorite version of the CELF-4 Spanish evaluation report template.

Celf 4 Spanish report template examples.

With almost all of the children we test who speak another language at home we are meant to rely on dynamic assessment because we don’t have the tests! Thankfully, Spanish is the exception. However, these tests are used less frequently so we need to beef up the report so people can understand it. Your CELF 4 Spanish report template should be pretty robust.

A complete CELF 4 Spanish report template includes text explaining the outcome of testing, a norming paragraph describing who the evaluation is designed for, and in the best of circumstances, also has a table. Tests like the CELF 4 Spanish that test multiple language areas with several subtests are best understood visually.

Check out the report pieces below that we include in our evaluations. This is just one of dozens of templates that we developed for our smart templates in Evalubox. And if you are looking for more expressive and receptive language report templates, check our our report template directory.

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CELF 4 Spanish Report Template Text

We break our reports into expressive and receptive strengths and weaknesses. That way, we can go through the results and add their results to the correct area:

For example, {$student_pronoun_subjective_lowercase} described the relationship between X and Y as Z. When asked to formulate sentences using a given word or phrase to describe a picture, {$student_firstname} used appropriate vocabulary to describe the pictures. In a narrative context, {$student_pronoun_subjective_lowercase} demonstrated appropriate word use. In the area of language form, {$student_firstname} formulated sentences that included given nouns, verbs, adjectives, adverbs, conjunctive adverbs (e.g., en vez de/instead of), coordinating conjunctions (e.g., y/and), and subordinating conjunctions (e.g., mientras/while). Examples of {$student_pronoun_possessive_lowercase} sentences included… When asked to recall sentences that were read aloud {$student_firstname} was able to recall sentences that included coordinated conjunctions, subordinate clauses, relative clauses, prepositional phrases, negatives, and interrogatives.

{$student_pronoun_subjective_sentencecase} was also able to repeat passive voice sentences correctly. On a cloze task, in which the examiner started a sentence and the student was asked to finish it, {$student_firstname} was able to use a variety of word endings, including reflexive pronouns, plurals, noun derivations (e.g., nadadora/swimmer), and adjective derivations (jugoso/juicy). {$student_firstname} successfully used a variety of verb tenses on the cloze task, including the present, preterit, subjunctive, future, and conditional. In a narrative context, {$student_firstname}’s use of grammatical structures was age-appropriate.

Areas of difficulty in {$student_firstname}’s expressive language skills were noted in the following areas. In the area of content, {$student_firstname} struggled to describe the relationships between two semantically related words. For example, {$student_pronoun_subjective_lowercase} described the relationship between X and Y as Z. When asked to formulate sentences using a given word or phrase to describe a picture, {$student_firstname} had difficulty using vocabulary to appropriately describe the pictures. In a narrative context, {$student_pronoun_subjective_lowercase} demonstrated below average word use. In the area of language form, {$student_firstname} had difficulty formulating sentences that included given nouns, verbs, adjectives, adverbs, conjunctive adverbs (e.g., en vez de/instead of), coordinating conjunctions (e.g., y/and), and subordinating conjunctions (e.g., mientras/while). Examples of {$student_pronoun_possessive_lowercase} sentences included… When asked to recall sentences that were read aloud {$student_firstname} did not correctly recall sentences that included coordinated conjunctions, subordinate clauses, relative clauses, prepositional phrases, negatives, and interrogatives.

{$student_pronoun_subjective_sentencecase} also struggled to repeat passive voice sentences correctly. On a cloze task, in which the examiner started a sentence and the student was asked to finish it, {$student_firstname} had difficulty with a variety of word endings, including reflexive pronouns, plurals, noun derivations (e.g., nadadora/swimmer), and adjective derivations (jugoso/juicy). {$student_firstname} demonstrated difficulty producing verb tenses on the cloze task, including the present, preterit, subjunctive, future, and conditional. In a narrative context, {$student_firstname}’s use of grammatical structures was below average. {$student_firstname} demonstrated difficulty with basic sentences/complex sentences/passive voice sentences. {$student_firstname}’s use of morphological markers, such as verb endings and plurals was below average. {$student_firstname} demonstrated particular difficulty with article/noun agreement, verb tense, verb person, plural markers, and possessive forms.

Relative strengths in {$student_firstname}’s receptive language skills were noted in the following areas. In the area of content, {$student_firstname} identified semantically related word pairs from a field of four pictures, correctly identified ?? concepts, and successfully answered ?? “Wh-” questions. {$student_pronoun_subjective_sentencecase} also followed directions that included the concepts of inclusion and exclusion (e.g., todos los carros menos uno/all of the cars except one), location (e.g., entre/between), sequence (e.g., primero/first, ultimo/last), condition (e.g., al menos que/unless), and time (e.g., al mismo tiempo/at the same time). In the area of form, {$student_firstname} followed 1-, 2-, and 3-step directions. Additionally, {$student_firstname} demonstrated an understanding of sentences that contained negation, modifiers, prepositional phrases, indirect objects, relative clauses, subordinate clauses, and compound subjects. {$student_firstname} also understood a variety of verb tenses in sentences, including the present, imperfect, preterit, past perfect, and present progressive.

Areas of difficulty in {$student_firstname}’s receptive language skills were noted the following areas. In the area of content, {$student_firstname} demonstrated difficulty identifying semantically related word pairs from a field of four pictures, did not correctly identify ?? concepts, and was unable to answer ?? “Wh-” questions. {$student_pronoun_subjective_sentencecase} also struggled to follow directions that included the concepts of inclusion and exclusion (e.g., todos los carros menos uno/all of the cars except one), location (e.g., entre/between), sequence (e.g., primero/first, ultimo/last), condition (e.g., al menos que/unless), and time (e.g., al mismo tiempo/at the same time) In the area of form, {$student_firstname} struggled to follow 1-, 2-, and 3-step directions. Additionally, {$student_firstname} demonstrated difficulty understanding sentences that contained negation, modifiers, prepositional phrases, indirect objects, relative clauses, subordinate clauses, and compound subjects. {$student_firstname} also struggled to understand a variety of verb tenses in sentences, including the present, imperfect, preterit, past perfect, and present progressive.

Norming Information for Your CELF 4 Spanish Report Template

On Pearson’s website they simply state:

The CELF–4 Spanish was developed specifically for Spanish speakers living in the U.S. as a parallel test to the English edition of CELF-4.

CELF 4 Spanish Evaluation Report Template Tables

Oftentimes, speech evaluations are much easier to understand when there is a table or a list that helps sum everything up. Using a table in your CELF 4 spanish report template is really needed because there are so many subtests across so many domains. Here is a table we use with the core subtests. What I like about it is that the core scores and indexes are divided from the subtests so you get the overall picture but also know what contributes to the scores.

Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF 4 Spanish)

Core Score and Indexes

(Mean=100, SD=15)

Core Score and Indexes	Standard Score	Percentile Rank
Core Language Score	66	1^st
Receptive Language Index	67	1^st
Expressive Language Index	64	1st

Subtest Scores (Mean=10; SD=3)

The CELF-4 was normed on children living in the U.S.
*90% Confidence Interval.
Subtest	Standard Score	Percentile Rank
Word Structure	2	.4
Recalling Sentences	2	.4
Formulated Sentences	7	16
Word Classes	6	9
Sentence Comprehension	5	5
Following Directions	7	16