Dynamic Changes Toward Reflective Practice: Documented Shifts in Speech-Language Pathologists’ Evaluation Practices

In many school settings, speech-language pathologists rely on standardized assessments to determine whether a child qualifies for services. Although these tools provide structured data, they have been criticized for cultural and linguistic bias and may contribute to the misidentification of children from diverse backgrounds. As schools become increasingly diverse, clinicians are encouraged to incorporate alternative approaches to evaluation that consider how children learn when provided with support. Dynamic assessment is one approach that focuses on examining a student’s learning process and responsiveness to instruction rather than relying solely on static test scores.

The central premise of this article is that professional development and collaborative learning opportunities can help speech-language pathologists reflect on and improve their evaluation practices. The authors aim to examine how participation in a year-long professional development initiative focused on dynamic assessment influenced clinicians’ awareness of bias, their confidence when conducting evaluations, and their ability to implement more equitable assessment strategies.

The article describes a professional development initiative implemented within a large urban public school district. Speech-language pathologists participated in virtual training sessions and professional learning communities that focused on implementing dynamic assessment and reflecting on current evaluation practices. Through these collaborative discussions and training activities, clinicians explored strategies for reducing bias in assessment, improving collaboration with families and colleagues, and incorporating more culturally responsive evaluation methods.

The authors conclude that participation in professional learning communities and targeted professional development led to meaningful changes in clinicians’ perspectives and evaluation practices. Many speech-language pathologists reported increased awareness of potential bias in standardized testing, greater confidence when communicating with families about evaluation results, and improved collaboration with colleagues. These findings suggest that reflective practice and collaborative professional learning can support SLPs in adopting more equitable assessment approaches.

This article is highly relevant for speech-language pathologists and educators because it highlights the importance of reflective practice when conducting evaluations in diverse educational settings. By incorporating dynamic assessment and engaging in collaborative professional learning communities, clinicians can develop more culturally responsive and equitable evaluation practices. This type of work can help reduce bias in assessment, improve communication with families, and support more accurate identification of children who require speech and language services.