Assessing dual language learners of Spanish and English: Development of the QUILS: ES

Abstract Introduction and objectives Developing a language screener for Dual Language Learners presents numerous challenges. We discuss possible solutions for theoretical and methodological problems often encountered in the development of such a test and illustrate possible solutions using a newly developed language screener for Dual Language Learners. Materials and methods The process for developing, validating and norming the screener is also offered as a potential model for the development of other assessments for Dual Language Learners throughout the world. The twelve types of subtests are in three categories: Vocabulary, Syntax, and Process. Results and conclusions Results from the Tryout and Norming phase on 362 Dual Language Learners aged 3–5;11 years are presented, together with the results of item selection via IRT, validity, and reliability testing. The advantage of using Best Scores is highlighted as a useful measure to identify children who are at risk for language difficulties that will impact their academic success. Importantly, knowledge is found to be distributed across the languages.