Expressive Vocabulary Test, Second Edition

The Expressive Vocabulary Test Second Edition (EVT-2) is an assessment that measures expressive vocabulary and word retrieval for Standard American English. The test is created to align with the Peabody Picture Vocabulary Test Fourth Edition (PPVT-4). The EVT-2 can be used for monitoring progress and providing interventions. It offers two test forms with different items so that students do not become accustomed to the test.

Contact
P: 800-627-7271 F:800.232.1223
Grades
PreK-Adult
Languages
English
Domains
Topic
Subtopics
Vocabulary
Length
10-20 minutes
Price
EVT-2 Manual Scoring Complete Kit A and B (Includes: A and B Easels, Manual, A and B Record Forms (25 each), and Carrying Case): $468; EVT-2 Form A Kit: $248; EVT-2 Form B Kit: $248; EVT-2 Q-Global Scoring 1-year license: $40 per student
Training
Online training available
Qualifications
Level B
Open Access
No
Administration
Individual
Scoring
Computer scoring
Manual scoring
Referencing
Norm-referenced
Resources on Psychometric Properties

Williams, K. (2014). Expressive Vocabulary Test, Second Edition Technical Report. Pearson Education, Inc. Retrieved from https://images.pearsonclinical.com/images/Assets/EVT-2/EVT_Tech_RPT.pdf

Pearson Education, Inc. (n.d.). PPVT and EVT2 Technical Information. Retrieved from https://images.pearsonclinical.com/images/Assets/EVT-2/PPVT-EVT_Infogra…

Thomas-Tate, S., Washington, J., Craig, H., & Packard, M. (2006). Performance of African American Preschool and Kindergarten Students on the Expressive Vocabulary Test. Language, Speech, and Hearing Services in Schools, 37(2), 143–149.

Instrument Use in Peer-Reviewed Studies

Lai, S. A., & Schwanenflugel, P. J. (2016). Validating the Use of “D” for Measuring Lexical Diversity in Low-Income Kindergarten Children. Language, Speech, and Hearing Services in Schools, 47(3), 225–235. https://doi.org/10.1044/2016_LSHSS-15-0028

Özçaliskan, S., Adamson, L. B., & Dimitrova, N. (2016). Early Deictic but “Not” Other Gestures Predict Later Vocabulary in Both Typical Development and Autism. Autism: The International Journal of Research and Practice, 20(6), 754–763. https://doi.org/10.1177/1362361315605921

Kover, S. T., McDuffie, A. S., Hagerman, R. J., & Abbeduto, L. (2013). Receptive Vocabulary in Boys with Autism Spectrum Disorder: Cross-Sectional Developmental Trajectories. Journal of Autism and Developmental Disorders, 43(11), 2696–2709. https://doi.org/10.1007/s10803-013-1823-x

Tan, M., & Dobbs-Oates, J. (2013). Relationship between Emergent Literacy and Early Social-Emotional Development in Preschool Children from Low-Income Backgrounds. Early Child Development and Care, 183(11), 1509–1530. https://doi.org/10.1080/03004430.2012.729051

McCabe, A., & Champion, T. B. (2010). A Matter of Vocabulary II: Low-Income African American Children’s Performance on the Expressive Vocabulary Test. Communication Disorders Quarterly, 31(3), 162–169. https://doi.org/10.1177/1525740109344218

Webb, M. L., Cohen, A. S., & Schwanenflugel, P. J. (2008). Latent Class Analysis of Differential Item Functioning on the Peabody Picture Vocabulary Test-III. Educational and Psychological Measurement, 68(2), 335–351. https://doi.org/10.1177/0013164407308474

Restrepo, M. A., Schwanenflugel, P. J., Blake, J., Neuharth-Pritchett, S., Cramer, S. E., & Ruston, H. P. (2006). Performance on the PPVT?III and the EVT: Applicability of the Measures with African American and European American Preschool Children. Language, Speech, and Hearing Services in Schools, 37(1), 17–27.

Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The Effects of a Language and Literacy Intervention on Head Start Children and Teachers. Journal of Educational Psychology, 98(1), 63–74.