Use of Assessment Procedures: Learning Disabilities Teachers' Perspectives
The purpose of this study was to describe learning disabilities teachers' perspectives regarding the use of assessment procedures. We focused specifically on teachers' reports of (a) procedures actually used, (b) procedures they found most useful, and (c) their perceived levels of competen...
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| Veröffentlicht in: | Assessment for effective intervention 1996-01, Vol.21 (2), p.35-49 |
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| container_title | Assessment for effective intervention |
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| creator | Lopez-Reyna, Norma A. Bay, Mary Patrikakou, Evanthia N. |
| description | The purpose of this study was to describe learning disabilities teachers' perspectives regarding the use of assessment procedures. We focused specifically on teachers' reports of (a) procedures actually used, (b) procedures they found most useful, and (c) their perceived levels of competency as they related to initial placement, instructional planning, and student evaluation decisions. Respondents were 321 learning disabilities teachers in a large, urban school system. The results indicated that while teachers reported several assessment procedures to be useful, they relied primarily on standardized test results for informing educational decisions. Furthermore, most teachers indicated high levels of competency with all assessment procedures, except error analysis. The problematic nature of an over-reliance on standardized tests and the need for the use of more instructionally sensitive assessment procedures are discussed. |
| doi_str_mv | 10.1177/073724779602100203 |
| format | Article |
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We focused specifically on teachers' reports of (a) procedures actually used, (b) procedures they found most useful, and (c) their perceived levels of competency as they related to initial placement, instructional planning, and student evaluation decisions. Respondents were 321 learning disabilities teachers in a large, urban school system. The results indicated that while teachers reported several assessment procedures to be useful, they relied primarily on standardized test results for informing educational decisions. Furthermore, most teachers indicated high levels of competency with all assessment procedures, except error analysis. The problematic nature of an over-reliance on standardized tests and the need for the use of more instructionally sensitive assessment procedures are discussed.</description><identifier>ISSN: 0737-2477</identifier><identifier>ISSN: 1534-5084</identifier><identifier>DOI: 10.1177/073724779602100203</identifier><language>eng</language><publisher>Thousand Oaks, CA: Sage Publications</publisher><subject>Decision Making ; Elementary Secondary Education ; Error Patterns ; Evaluation ; Evaluation Methods ; Evaluation Utilization ; Knowledge Level ; Learning Disabilities ; Reliance ; Self Evaluation (Individuals) ; Special Education Teachers ; Standardized Tests ; Student Evaluation ; Teacher Attitudes ; Teacher Competencies ; Teachers ; Testing ; Urban schools</subject><ispartof>Assessment for effective intervention, 1996-01, Vol.21 (2), p.35-49</ispartof><rights>Copyright SAGE PUBLICATIONS, INC. 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| identifier | ISSN: 0737-2477 |
| ispartof | Assessment for effective intervention, 1996-01, Vol.21 (2), p.35-49 |
| issn | 0737-2477 1534-5084 |
| language | eng |
| recordid | cdi_proquest_journals_1986873267 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); SAGE Complete; Alma/SFX Local Collection |
| subjects | Decision Making Elementary Secondary Education Error Patterns Evaluation Evaluation Methods Evaluation Utilization Knowledge Level Learning Disabilities Reliance Self Evaluation (Individuals) Special Education Teachers Standardized Tests Student Evaluation Teacher Attitudes Teacher Competencies Teachers Testing Urban schools |
| title | Use of Assessment Procedures: Learning Disabilities Teachers' Perspectives |
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