Examining School Psychologists’ Attitudes Toward Standardized Assessment Tools
Despite a call for evidence-based practice in school psychology, limited research on the topic of evidence-based assessment exists. To begin to address this gap in the research, a modified version of Jenson–Doss and Hawley’s (2010) Attitudes Toward Standardized Assessment (ASA) scale was administere...
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| Veröffentlicht in: | Journal of psychoeducational assessment 2022-06, Vol.40 (3), p.311-326 |
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| container_title | Journal of psychoeducational assessment |
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| creator | Lockwood, Adam B. Farmer, Ryan L. Krach, S. Kathleen |
| description | Despite a call for evidence-based practice in school psychology, limited research on the topic of evidence-based assessment exists. To begin to address this gap in the research, a modified version of Jenson–Doss and Hawley’s (2010) Attitudes Toward Standardized Assessment (ASA) scale was administered to 371 U.S. school psychologists. Examination of the modified ASA’s factor structure suggested that a bifactor model with a single overall domain and three sub-domains was the most parsimonious. Indices of dimensionality indicated that the overall score may be the best indicator of school psychologist’s perceptions of standardized assessment. Additionally, school psychologists’ reported favorable attitudes of standardized assessment compared to clinical judgment alone. Limitations and implications for future research are discussed. |
| doi_str_mv | 10.1177/07342829211057642 |
| format | Article |
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| ispartof | Journal of psychoeducational assessment, 2022-06, Vol.40 (3), p.311-326 |
| issn | 0734-2829 1557-5144 |
| language | eng |
| recordid | cdi_crossref_primary_10_1177_07342829211057642 |
| source | SAGE Complete A-Z List |
| subjects | Attitudes Evaluation Methods Evidence Based Practice Factor Analysis Psychometrics School Psychologists Standardized Tests |
| title | Examining School Psychologists’ Attitudes Toward Standardized Assessment Tools |
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