The course on norm-referenced academic assessment: A survey of special education faculty
Abstract
Special education teachers play a key role in educational assessment practices, including frequently administering norm-referenced tests of academic achievement. This study examined the course on norm-referenced assessment provided in special education training programs. Data regarding course (a) structure; (b) assignments; (c) test administration requirements; and (d) content were collected from one hundred forty-two special education instructors. Results suggest that norm-referenced assessment is not heavily emphasized in special education programs and that the practical application of assessment skills is limited. Additionally, instructors appear to experience a shortage of support and materials compared to other assessment trainers, such as school psychologists. Implications for future research, practice and training are discussed.
Publication Title
Psychology in the Schools
Recommended Citation
Lockwood, A., Farmer, R., Schmitt, M., Sealander, K., Lanterman, C., & Adkins, M. (2022). The course on norm-referenced academic assessment: A survey of special education faculty. Psychology in the Schools, 59 (2), 398-412. https://doi.org/10.1002/pits.22616
