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Assessment practices in model early childhood special education programs

✍ Scribed by Camilla A. Lehr; James E. Ysseldyke; Martha L. Thurlow

Publisher: John Wiley and Sons
Year: 1987
Tongue: English
Weight: 615 KB
Volume: 24
Category: Article
ISSN: 0033-3085
DOI: 10.1002/1520-6807(198710)24:4<390::aid-pits2310240415>3.0.co;2-v

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✦ Synopsis

Examination of assessment practices in 54 model programs for early education of handicapped children revealed extreme variability. Only 19 tests were used by at least five programs; only one device was used by over half of the responding programs. Most tests were listed as being used for more than one purpose, but some tests appeared to be used more exclusively than others for a particular purpose. Although the technical adequacy, in terms of norms, validity, and reliability, was reportedly an important factor influencing selection and continued use of tests, analysis of the 19 most commonly used devices revealed that only three were technically adequate. Other methods of assessment also were examined. Implications for model practice are discussed.

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