The CBDA - How it Works
What is CBDA?
CBDA is a dynamic assessment that focuses on learning potential. Rather than relying on a single score, CBDA examines how a child responds to structured mediation during a narrative (storytelling) task. This provides rich information about language learning strengths, needs, and responsiveness to support.
Over 97.4% classification accuracy​​​​
Why CBDA?
The CBDA offers an alternative perspective to traditional assessment approaches by examining how children learn with support.
This is especially valuable when working with children whose language and learning experiences may not be fully captured by standardized testing alone.
It also provides valuable information about the child as a learner which is useful for the whole-school team working with the child and how to best support their language development.​
Who is CBDA for?
CBDA is for school-aged children…
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who score low on standardized norm-referenced tests
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whose learning appears to be restrained
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with suspected language challenges
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with cultural or linguistic differences between them and the examiner or assessment
These children are at risk of being:
• over-identified for DLD
• under-identified for DLD
What CBDA Measures
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Language learning potential
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Oral narrative skills
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Narrative skill transfer
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DLD risk
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How a child learns language
What CBDA Provides
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Audio recordings of children’s pre-test and post-test stories
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A DLD risk indicator to support interpretation and next steps
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Child reports summarizing narrative performance, language learning potential, and support needs
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Qualitative observations by the examiner that help guide appropriate support
Designed to support children from diverse backgrounds
CBDA was developed to strengthen accuracy and equity in language assessment by focusing on learning potential and using a narrative-based approach. This helps teams better interpret performance when children bring diverse linguistic, cultural, and educational experiences to the assessment process.
Publications:
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Laurie, A. & Pesco, D. (2024). Dynamic assessment of narratives: Case studies of bilingual Filipino kindergarteners with language difficulties. Child Language Teaching and Therapy, 40(1), 24–38. https://doi.org/10.1177/02656590241228420
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Laurie, A. & Pesco, D. (2023). Curriculum-based dynamic assessment of narratives for bilingual Filipino children. Language, Speech, and Hearing Services in Schools, 54(2), 489–503. https://doi.org/10.1044/2022_LSHSS-22-00117
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