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- W793776912 abstract "This study surveyed the perceptions of school psycholoJl.sts and learning disabilities teachers (ID teachers) on the frequency of use and usefulness of the following assessment procedures: Standardized tests, curriculum based rreasures (CEMs), classroom observations, interview with general education teachers, and analysis of class assignments for initial placement of a child, instructional planning, and evaluation of student progress. Further, this study investigated how proficient the two groups felt in administering each of the five assessment procedures. Fifty four school psychologists and 32 LD teachers canpleted the questionnaire. Results indicated that school psychologists and LD teachers agreed on the frequency of use and perceived usefulness for initial placement, educational planning, and evaluation of progress with the exception of school psychologists rating standardized tests as significantly rrore useful for initial placenent decisions. School psychologists also reported using standardized tests significantly rrore often for designing educational programs than ID teachers. Likewise, ID teachers rated CUrriculum Based Measures (CBMs) and observations and error analysis significantly rrore useful for initial assessment and for evaluating student progress, respectively. The findings also suggested that the two groups feel proficient in adninistering the five assessment procedures, although ID teachers reported feeling significantly rrore proficient in administering CBMs." @default.
- W793776912 created "2016-06-24" @default.
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- W793776912 date "2001-01-01" @default.
- W793776912 modified "2023-09-26" @default.
- W793776912 title "Ratings of Assessment Procedures by Learning Disabilities Teachers and School Psychologists" @default.
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