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, validit, 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.
|Original language||English (US)|
|Number of pages||10|
|Journal||Psychology in the Schools|
|State||Published - Oct 1987|