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

doi:10.1002/pits.22616

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

Educational Specialties

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

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 language	English (US)
Pages (from-to)	398-412
Number of pages	15
Journal	Psychology in the Schools
Volume	59
Issue number	2
DOIs	https://doi.org/10.1002/pits.22616
State	Published - Feb 2022

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

Access to Document

10.1002/pits.22616

Cite this

@article{a5c9b0c6d2324f6b93d57c0107edeab6,

title = "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.",

author = "Lockwood, {Adam B.} and Farmer, {Ryan L.} and Margaret Schmitt and Karen Sealander and Christopher Lanterman and Megan Adkins",

note = "Publisher Copyright: {\textcopyright} 2021 Wiley Periodicals LLC",

year = "2022",

month = feb,

doi = "10.1002/pits.22616",

language = "English (US)",

volume = "59",

pages = "398--412",

journal = "Psychology in the Schools",

issn = "0033-3085",

publisher = "Wiley-Liss Inc.",

number = "2",

}

TY - JOUR

T1 - The course on norm-referenced academic assessment

T2 - A survey of special education faculty

AU - Lockwood, Adam B.

AU - Farmer, Ryan L.

AU - Schmitt, Margaret

AU - Sealander, Karen

AU - Lanterman, Christopher

AU - Adkins, Megan

PY - 2022/2

Y1 - 2022/2

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85118563059&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85118563059&partnerID=8YFLogxK

U2 - 10.1002/pits.22616

DO - 10.1002/pits.22616

M3 - Article

AN - SCOPUS:85118563059

SN - 0033-3085

VL - 59

SP - 398

EP - 412

JO - Psychology in the Schools

JF - Psychology in the Schools

IS - 2

ER -

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

Abstract

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this