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
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 (Purchasing requires a master's degree in psychology, education, speech language pathology, occupational therapy, social work, counseling, or field related to assessment, and formal training in the ethical adminitration, scoring, and interpretat
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.