The New Peabody Picture Vocabulary Test-III An Illusion of Unbiased Assessment? Research to Practice
Research to Practice  |   October 01, 2000
The New Peabody Picture Vocabulary Test-III
 
Author Affiliations & Notes
  • Ida J. Stockman
    Michigan State University, East Lansing
  • Corresponding author: e-mail: Stockma1@pilot.msu.edu
Article Information
Development / Cultural & Linguistic Diversity / Research to Practice
Research to Practice   |   October 01, 2000
The New Peabody Picture Vocabulary Test-III
Language, Speech, and Hearing Services in Schools, October 2000, Vol. 31, 340-353. doi:10.1044/0161-1461.3104.340
History: Received July 16, 1999 , Accepted April 21, 2000
 
Language, Speech, and Hearing Services in Schools, October 2000, Vol. 31, 340-353. doi:10.1044/0161-1461.3104.340
History: Received July 16, 1999; Accepted April 21, 2000

This article examines whether changes in the ethnic minority composition of the standardization sample for the latest edition of the Peabody Picture Vocabulary Test (PPVT-III, Dunn & Dunn, 1997) can be used as the sole explanation for children's better test scores when compared to an earlier edition, the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981). Results from a comparative analysis of these two test editions suggest that other factors may explain improved performances. Among these factors are the number of words and age levels sampled, the types of words and pictures used, and characteristics of the standardization sample other than its ethnic minority composition. This analysis also raises questions regarding the usefulness of converting scores from one edition to the other and the type of criteria that could be used to evaluate whether the PPVT-III is an unbiased test of vocabulary for children from diverse cultural and linguistic backgrounds.

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