The course on norm-referenced academic assessment: A survey of special education faculty

Adam B. Lockwood, Ryan L. Farmer, Margaret Schmitt, Karen Sealander, Christopher Lanterman, Megan Adkins

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)398-412
Number of pages15
JournalPsychology in the Schools
Volume59
Issue number2
DOIs
StatePublished - Feb 2022

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'The course on norm-referenced academic assessment: A survey of special education faculty'. Together they form a unique fingerprint.

Cite this